Many students with disabilities require specialized instructional interventions and frequent progress monitoring in reading. The guided repeated oral reading technique promotes oral reading fluency while providing a reliable data-based monitoring system. This article emphasizes the importance of problem-solving when using this reading approach.
Ciborowski, J. (1992). Textbooks and the students who can't read them . Cambridge, MA: Brookline.
3.
Dudley, A.M. (2005, April). Jump-starting student reading: Instruction for older students with reading disabilities. Paper presented at the annual meeting of the Council for Exceptional Children , Baltimore, MD.
4.
Fuchs, L.S. (1989). Evaluating solutions: Monitoring progress and revising intervention plans. In M. Shinn (Ed.), Curriculum-based measurement: Assessing special children. New York: Guilford.
5.
Good, R.H., & Kaminski, R.A. . (2005). Dynamic indicators of basic early literacy skills. Retrieved May 19, 2006, from www.DIBELS.org
6.
Good, R.H., Kaminski, R.A., Simmons, D., & Kame'enui, E.J. (2001). Using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in an outcomes-driven model: Steps to reading outcomes, OSSCBulletin, 44(1).
7.
Great Leaps Reading. (n.d.). Retrieved August 2, 2005, from: http://www.greatleaps.com
8.
Haladyna, T. (1994). Developing and validating multiple-choice test items. Hillsdale, NJ: Erlbaum.
9.
Jamestown Education. (n.d.). Retrieved August 2, 2005, from http://www.glencoe.com/gln/jamestown/reading_rate/index.php
10.
Mercer, C., & Mercer, A. (2005). Teaching students with learning problems. Upper Saddle River, NJ: Pearson Education.
11.
Mercer, C., & Pullen, P. (2005). Students with learning disabilities. Upper Saddle River, NJ: Pearson Education.
12.
Meyer, M.S., & Felton, R.H. (1999). Repeated reading to enhance fluency: Old approaches and new directions. Annals of Dyslexia, 49, 283—306.
13.
National Reading Panel. (2001). Put reading first: The research building blocks for teaching children to read . Washington, DC: Partnership for Reading.
14.
Overton, T. (2003). Assessing learners with special needs: An applied approach. Upper Saddle River, NJ: Pearson Education.
15.
Read Naturally. (2005). Retrieved August 2, 2005, from http://www.readnaturally.com
16.
Sabornie, E., & deBettencourt, L. (2004). Teaching students with mild and high-incidence disabilities at the secondary level. Upper Saddle River, NJ: Pearson Education.
17.
Samuels, S.J. (1979). The method of repeated readings. The Reading Teacher, 32, 403—408.
18.
Scott, V.G., & Weishaar, M.K. (2003). Curriculum-based measurement for reading progress. Intervention in School and Clinic, 38(3), 153—158.
19.
Shinn, M.R. (1998). Advanced applications of curriculum-based measurement . New York: Guilford Press.
20.
Shinn, M.R., Habedank, L., Rodden-Nord, K., & Knutson, N. (1993). Using curriculum-based measurement to identify potential candidates for reintegration into general education. The Journal of Special Education, 27, 202—221.
21.
Simpson, R.L., LaCava, P., & Graner, P. (2004). The No Child Left Behind Act: Challenges and implications for educators. Intervention in School and Clinic, 40, 67—75.
22.
Therrien, W.J. (2004). Fluency and comprehension gains as a result of repeated readings. Remedial and Special Education, 25, 252—261.
23.
U.S. Department of Education, Office of the Deputy Secretary. (2004). No Child Left Behind: A toolkit for teachers. Washington, DC: Author .
24.
Venn, J. (2000). Assessing students with special needs. Upper Saddle River, NJ: Prentice Hall.
25.
Weinstein, G., & Cooke, N.L. (1992). The effects of two repeated reading interventions on generalization of fluency. Learning Disability Quarterly , 15(1), 21—28.
26.
Carbo, M. (1996). Reading styles: High gains for the bottom third . Educational Leadership, 53(5), 8—16.
27.
Carbo, M. (1996). Selecting the “right” reading method . Teaching PreK-8, 27(1), 84—87.
28.
Dudley, A.M. (2005, April). Jump-starting student reading: Instruction for older students with reading disabilities. Paper presented at the annual meeting of the Council for Exceptional Children , Baltimore, MD.
29.
Hasbrouck, J.E., & Tindal, G. (1992). Curriculum-based oral reading fluency norms for students in grades 2-5. Teaching Exceptional Children, 24(3), 41—44.
30.
Meyer, M.S., & Felton, R.H. (1999). Repeated reading to enhance fluency: Old approaches and new directions. Annals of Dyslexia, 49, 283—305.
