# data[].attributes.headline
Walker, L.L., Jolivette, K., Lingo, A.S. (2005). Improving reading fluency: A case study using the Great Leaps reading program. Council for Children with Behavioral Disorders,  21-27.            This was a Case study that’s goal was to evaluate the effectiveness of the Great Leaps Reading program on a child with both behavioral and learning problems and was not achieving his reading goals. The Case study findings illustrated that the Great Leaps Reading program may be a beneficial supplemental program for students with both behavioral and learning disorders. In addition, this program was found to have improved fluency skills which have been shown to increase reading comprehension. Further, the program is easy to implement and require minimal preparation.  

# data[].attributes.subject
Walker, L.L., Jolivette, K., Lingo, A.S. (2005). Improving reading fluency: A case study using the Great Leaps reading program. Council for Children with Behavioral Disorders,  21-27.            This was a Case study that’s goal was to evaluate the effectiveness of the Great Leaps Reading program on a child with both behavioral and learning problems and was not achieving his reading goals. The Case study findings illustrated that the Great Leaps Reading program may be a beneficial supplemental program for students with both behavioral and learning disorders. In addition, this program was found to have improved fluency skills which have been shown to increase reading comprehension. Further, the program is easy to implement and require minimal preparation.  

# data[].attributes.headline
Vaughn, S., Wanzek, J., Murray, C.S., Scammacca, N., Thompson, S.L., Woodruff, A.L. (2009). Response to early reading intervention: Examining higher and lower responders. Council for Exceptional Children, 75(2), 165-183.            The goal of this study was to examine the effects of intensive reading intervention for students who did not respond appropriately to less intensive interventions. This study used two cohorts groups from 7 different elementary schools in a small school district. The students participated in a multiyear longitudinal research project investing the effects of a three tier intervention. The results of the findings suggest that for two reading outcomes (word reading and text comprehension), students identified as low responders made significant progress with the intensive intervention.   

# data[].attributes.subject
Vaughn, S., Wanzek, J., Murray, C.S., Scammacca, N., Thompson, S.L., Woodruff, A.L. (2009). Response to early reading intervention: Examining higher and lower responders. Council for Exceptional Children, 75(2), 165-183.            The goal of this study was to examine the effects of intensive reading intervention for students who did not respond appropriately to less intensive interventions. This study used two cohorts groups from 7 different elementary schools in a small school district. The students participated in a multiyear longitudinal research project investing the effects of a three tier intervention. The results of the findings suggest that for two reading outcomes (word reading and text comprehension), students identified as low responders made significant progress with the intensive intervention.   

# data[].attributes.headline
Therrien, W.J. (2004). Fluency and comprehension gains as a result of repeated reading. Remedial and Special Education, 25(4), 252-261.This study was a meta-analysis of repeated reading studies to address the authors multiple questions. First, is repeated reading an effective tool for increasing fluency and comprehension? Additionally, what are the critical components of a repeated reading intervention? Lastly, do students with cognitive disabilities benefit from repeated reading. One result of the study showed that repeated reading can be used with both nondisabled students as well as with students with learning disabilities.

# data[].attributes.subject
Therrien, W.J. (2004). Fluency and comprehension gains as a result of repeated reading. Remedial and Special Education, 25(4), 252-261.This study was a meta-analysis of repeated reading studies to address the authors multiple questions. First, is repeated reading an effective tool for increasing fluency and comprehension? Additionally, what are the critical components of a repeated reading intervention? Lastly, do students with cognitive disabilities benefit from repeated reading. One result of the study showed that repeated reading can be used with both nondisabled students as well as with students with learning disabilities.

# data[].attributes.headline
Orosco, M.J., Klinger, J.(2010). One school’s implementation of RTI with English language learners: “Referring into RTI”. Journal of Learning Disabilities, 43(3), 269-288.            The main goal of this study was to better understand the perceptions of teachers using RTI for the first time in a school with a high percentage of Latino English Language learners. In addition, the study wanted to evaluate how the school implemented the RTI and the challenges they faced along the way. A sub question of the study included how did school personnel understandings, beliefs, judgments, professional development, and training affect the implementation.

# data[].attributes.subject
Orosco, M.J., Klinger, J.(2010). One school’s implementation of RTI with English language learners: “Referring into RTI”. Journal of Learning Disabilities, 43(3), 269-288.            The main goal of this study was to better understand the perceptions of teachers using RTI for the first time in a school with a high percentage of Latino English Language learners. In addition, the study wanted to evaluate how the school implemented the RTI and the challenges they faced along the way. A sub question of the study included how did school personnel understandings, beliefs, judgments, professional development, and training affect the implementation.

# data[].attributes.headline
O’Connor, R.E. White, A., Swanson, H.L. (2007). Repeated reading versus continuous reading: Influences on reading fluency and compression. Council for Exceptional Children, 74(1), 31-46.This study was conducted to analyze how repeated readings compare with continuous reading for improving students overall reading rate and overall reading outcomes for struggling readers. Students in the intervention group practiced reading aloud under repeated or continuous reading conditions with an adult listener for 15 minute sessions, 3 days a week for 14 weeks. The study revealed significant differences in fluency and reading comprehension over students in the control group.

# data[].attributes.subject
O’Connor, R.E. White, A., Swanson, H.L. (2007). Repeated reading versus continuous reading: Influences on reading fluency and compression. Council for Exceptional Children, 74(1), 31-46.This study was conducted to analyze how repeated readings compare with continuous reading for improving students overall reading rate and overall reading outcomes for struggling readers. Students in the intervention group practiced reading aloud under repeated or continuous reading conditions with an adult listener for 15 minute sessions, 3 days a week for 14 weeks. The study revealed significant differences in fluency and reading comprehension over students in the control group.

# data[].attributes.body
Mesmer,E.M., Mesmer, H.E. (2008). Responses to intervention (RTI): What teachers of reading intervention need to know. TheReading Teacher, 62(4), 280-290.

Thepurpose of this article was to evaluate Response to Intervention (RTI) and to outline the RTI process for educators. The article discussed criticisms of the older discrepancy model. For example, it requires a learning problem become considerably acute in terms of an IQ achievement before a student can receive additional support. Conversely, RTI strategies can be implemented as an earlier intervention as soon as the child does not meet their benchmarks. This study defines RTI as an alternative to the dominant damaging discrepancy model.

# data[].attributes.headline
Marr, M.B., Algozzine, B., Kavel, R.L., Dugan, K.K.  Implementing peer coaching fluency building to improve early literacy skills. The Reading Teacher, 60(2), 75-86.This was a classroom-based study that was proposed to examine the effects of a systematic, tiered reading intervention on children who were referred to as low responders. The primary intervention was the use of peer-mediated learning groups which allow children to work together and support each other. The participants who were enrolled in this study showed statistically significant growth in reading fluency compared with their peers in a control group of second grade students. A limitation of this study was that it only focused on a single measure of reading fluency thus; future research should include documenting outcomes with different measures of fluency.

# data[].attributes.subject
Marr, M.B., Algozzine, B., Kavel, R.L., Dugan, K.K.  Implementing peer coaching fluency building to improve early literacy skills. The Reading Teacher, 60(2), 75-86.This was a classroom-based study that was proposed to examine the effects of a systematic, tiered reading intervention on children who were referred to as low responders. The primary intervention was the use of peer-mediated learning groups which allow children to work together and support each other. The participants who were enrolled in this study showed statistically significant growth in reading fluency compared with their peers in a control group of second grade students. A limitation of this study was that it only focused on a single measure of reading fluency thus; future research should include documenting outcomes with different measures of fluency.

# data[].attributes.headline
Denton, C.A. (2006). An evaluation of intensive intervention for students with persistent reading difficulties. Journal of Learning Disabilities, 39(5), 447-466.The purpose of this study was to evaluate a tertiary reading intervention for students in public schools that had not responded to primary or secondary intervention given in Grade 1. A second goal of the study was to evaluate an 8 week program of explicit code instruction similar to those implemented in previous studies. This study used The Read Naturally reading program as part of their intervention. The results indicated that even students with severe reading difficulties can benefit from intensive reading intervention. A limitation of this study was that there was no control group that did not receive the intervention because of the low number of participants.

# data[].attributes.subject
Denton, C.A. (2006). An evaluation of intensive intervention for students with persistent reading difficulties. Journal of Learning Disabilities, 39(5), 447-466.The purpose of this study was to evaluate a tertiary reading intervention for students in public schools that had not responded to primary or secondary intervention given in Grade 1. A second goal of the study was to evaluate an 8 week program of explicit code instruction similar to those implemented in previous studies. This study used The Read Naturally reading program as part of their intervention. The results indicated that even students with severe reading difficulties can benefit from intensive reading intervention. A limitation of this study was that there was no control group that did not receive the intervention because of the low number of participants.

# data[].attributes.headline
Begany, J.C. (2011). Effects of the helping early literacy with practice strategies (HELPS) reading fluency program when implemented at different frequencies. School Psychology Review, 40(1), 149-157.This study was proposed to evaluate the effects of using the HELPS Reading program three times per week versus once or twice a week in second grade students. A second goal of the study was to evaluate the effectiveness of the HELPS Reading program implemented for most of the school year. The study was also performed to evaluate the methods used in previous studies and to try to replicate the results of the previous study. A major limitation of this study was that it was only implemented at one school.

# data[].attributes.subject
Begany, J.C. (2011). Effects of the helping early literacy with practice strategies (HELPS) reading fluency program when implemented at different frequencies. School Psychology Review, 40(1), 149-157.This study was proposed to evaluate the effects of using the HELPS Reading program three times per week versus once or twice a week in second grade students. A second goal of the study was to evaluate the effectiveness of the HELPS Reading program implemented for most of the school year. The study was also performed to evaluate the methods used in previous studies and to try to replicate the results of the previous study. A major limitation of this study was that it was only implemented at one school.

# data[].attributes.headline
Begany,  J.C., Laugle, K.M., Krouse, H.E., Lynn, A.E., Tayrose, M.P., Stage, S.A. (2010). A control-group comparison of two reading fluency programs: The helping early literacy with practice strategies (HELPS) program and the Great Leaps K-2 reading program. School Psychology Review, 39,(1), 137-155.The purpose of this study was to evaluate the reading programs Great Leaps and HELPS in relation to a control group. In addition, the author wanted to evaluate the efficacy for Great Leaps versus the HELPS program. These two programs are common instructional strategies that are used to increase reading fluency. One of the findings of this study was that students in the HELPS program scored significantly better than students in the control group in several measures of learning.

# data[].attributes.subject
Begany,  J.C., Laugle, K.M., Krouse, H.E., Lynn, A.E., Tayrose, M.P., Stage, S.A. (2010). A control-group comparison of two reading fluency programs: The helping early literacy with practice strategies (HELPS) program and the Great Leaps K-2 reading program. School Psychology Review, 39,(1), 137-155.The purpose of this study was to evaluate the reading programs Great Leaps and HELPS in relation to a control group. In addition, the author wanted to evaluate the efficacy for Great Leaps versus the HELPS program. These two programs are common instructional strategies that are used to increase reading fluency. One of the findings of this study was that students in the HELPS program scored significantly better than students in the control group in several measures of learning.

# data[].attributes.body
References and Reviews

# data[].attributes.body
curriculum, leadership, size of classes, budget, teacher leadership, teacher/

student ration, and resources.

# data[].attributes.body
Schedule, lighting, noise volume, number of teachers, seating arrangements, disruptions, teaching style, expectations.

# data[].attributes.body
Gender, race, ethnicity, special needs,family mobility, home life, values at home, behavioral

issues.

# data[].attributes.body
Is HELPS an effective intervention

for first graders?

# data[].attributes.body
Does Read Naturally increase fluency, vocabulary,

and comprehension skills in first graders?

# data[].attributes.body
What reading interventions are most

effective for ESL students?

# data[].attributes.body
What reading intervention is best

for fluency, high frequency words, and

comprehension?

# data[].attributes.body
efficient in primary classrooms?

# data[].attributes.body
How does Great Leaps improve

reading fluency?