Individualized goal setting during repeated reading: Improving growth with struggling readers using data based instructional decisions

Goal setting, in combination with evidence-based interventions, may be a viable intervention component to improve oral reading fluency for struggling readers. The present study examined the efficacy of individualized goal setting on the oral reading fluency rates of upper elementary students who wer...

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Published inPreventing school failure Vol. 63; no. 4; pp. 334 - 344
Main Authors Hammerschmidt-Snidarich, Stephanie M., McComas, Jennifer J., Simonson, Gregory R.
Format Journal Article
LanguageEnglish
Published Washington Routledge 02.10.2019
Taylor & Francis Inc
Subjects
American Indian Students
Data based decision-making
Elementary School Students
Evidence Based Practice
Goal Orientation
goal setting
Grade 4
Grade 5
Intervention
Oral Reading
Peer Influence
Program Effectiveness
Reading Difficulties
Reading Fluency
Reading Instruction
reading intervention
repeated reading
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Abstract Goal setting, in combination with evidence-based interventions, may be a viable intervention component to improve oral reading fluency for struggling readers. The present study examined the efficacy of individualized goal setting on the oral reading fluency rates of upper elementary students who were reading below grade level. Visual analysis of a multiple baseline design indicated positive yet moderate effects of goal setting for some students in the goal setting condition; further individualization was implemented for participants who did not responded favorably to goal setting. Based on the mixed findings, we discuss the importance of data-based decision making in evaluating the efficacy and efficiency of intervention components for struggling readers, for whom it is particularly critical to make effective use of valuable intervention time.
AbstractList Goal setting, in combination with evidence-based interventions, may be a viable intervention component to improve oral reading fluency for struggling readers. The present study examined the efficacy of individualized goal setting on the oral reading fluency rates of upper elementary students who were reading below grade level. Visual analysis of a multiple baseline design indicated positive yet moderate effects of goal setting for some students in the goal setting condition; further individualization was implemented for participants who did not responded favorably to goal setting. Based on the mixed findings, we discuss the importance of data-based decision making in evaluating the efficacy and efficiency of intervention components for struggling readers, for whom it is particularly critical to make effective use of valuable intervention time.
Audience Intermediate Grades
Grade 4
Grade 5
Middle Schools
Elementary Education
Author Simonson, Gregory R.
McComas, Jennifer J.
Hammerschmidt-Snidarich, Stephanie M.
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  givenname: Jennifer J.
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  fullname: Simonson, Gregory R.
  organization: University of Minnesota
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Snippet Goal setting, in combination with evidence-based interventions, may be a viable intervention component to improve oral reading fluency for struggling readers....
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SubjectTerms American Indian Students
Data based decision-making
Elementary School Students
Evidence Based Practice
Goal Orientation
goal setting
Grade 4
Grade 5
Intervention
Oral Reading
Peer Influence
Program Effectiveness
Reading Difficulties
Reading Fluency
Reading Instruction
reading intervention
repeated reading
Title Individualized goal setting during repeated reading: Improving growth with struggling readers using data based instructional decisions
URI https://www.tandfonline.com/doi/abs/10.1080/1045988X.2019.1611535
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