references
Dowhower, S. L. (1991). Speaking of prosody: Fluency's unattended bedfellow. Theory in Practice, 30, 158-164.
Fuchs, L. S., Fuchs, D., Hamlett, C. L., Walz, L., & Germann, G. (1993). Formative evaluation of academic progress: How much growth can we expect? School Psychology Review, 22, 27-48.
Hasbrouck, J. E., & Tindal, G. (2005). Oral reading fluency: 90 years of measurement (Tech. Rep. No. 33). Eugene: University of Oregon, College of Education, Behavioral Research and Teaching.
Howell, K. W., & Nolet, V. (2000). Curriculum-based evaluation: Teaching and decision making (3rd Ed.). Belmont, CA: Wadsworth/Thomson Learning.
Hua, Y., Hendrickson, J. M., Therrien, W. J., Woods-Groves, S., Ries, P., & Shaw, J. W. (2012). Effects of combined reading and question generation on reading fluency and comprehension of three young adults with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities, 27, 135-146. DOI: 10.1177/1088357612448421.
Hua, Y., Therrien, W. J., Hendrickson, J. M., & Hua, Y. (2012). Effects of combined repeated reading and question generation intervention on young adults with severe intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 42, 72-83.
Hua, Y., Therrien, W. J., Hendrickson, J. M., Woods-Groves, S., Ries, P., & Shaw, J. W. (2012). Effects of combined repeated reading and question generation intervention on young adults with cognitive disabilities. Education and Training in Autism and Developmental Disabilities, 47, 3-13.
Jones, K., Wickstrom, K., Noltemeyer, A., Brown, S., Schuka, J., & Therrien, W. J. (2009). An experimental analysis of reading fluency. Journal of Behavioral Education, 18, 35-55.
Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95, 3-21.
LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323.
Meyer, M. S., & Felton, R. H. (1999). Repeated reading to enhance fluency: Old approaches and new directions. Annals of Dyslexia, 49, 283-306.
National Institute of Child Health and Human Development. (2000). Teaching children to read: An evidence-based assessment of the scientific literature on reading and its implications for reading instruction. Washington, DC: U.S. Government Printing Office.
Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching students to generate questions: A review of the intervention studies. Review of Educational Research, 66, 181-221.
Schrimer, B., Schaffer, L., Therrien, W. J., & Schirmer, T. (2012). Reread-Adapt and Answer-Comprehend Intervention with Deaf Readers: Effect on fluency and reading achievement. American Annals of the Deaf, 156, 469-475.
Schirmer, B. R., Therrien, W. J., Schaffer, L., & Schirmer, T. N. (2009). Repeated reading as an instructional intervention with deaf readers: Effect on fluency and reading achievement. Reading Improvement, 46, 168-177.
Therrien, W. J. (2004). Fluency and comprehension gains as a result of repeated reading: A meta-analysis. Remedial and Special Education, 25, 252-261.
Therrien, W. J., Gormley, S., & Kubina, R. (2006). Boosting fluency and comprehension to improve reading achievement. Teaching Exceptional Children, 38, 22-26.
Therrien, W. J., & Gormley-Budin, S. (2008). Effects of the Reread-Adapt and Answer-Comprehend (RAAC) intervention on the reading achievement of students with reading and behavioral difficulties. Learning Disabilities: A Multidisciplinary Journal, 15, 33-38.
Therrien, W. J., & Hughes, C. (2008). Comparison of repeated reading and question generation on students' reading fluency and comprehension. Learning Disabilities: A Contemporary Journal, 6, 1-16.
Therrein, W. J., Kirk, J. F., & Woods-Groves, S. (2012). Comparison of a reading fluency intervention with and without passage repetition on reading achievement. Remedial and Special Education, 33, 309-319.
Therrien, W. J., & Kubina, R. M. (2007). The importance of context in repeated reading. Reading Improvement, 44, 179-188.
Therrien, W. J., Ojwaya, J. A., Wickstrom, K. F., & Jones, K. M. (2008). Comparison of the effects of repeated reading and sequential reading on fluency and word acquisition. Journal of Balanced Reading Instruction, 15, 27-38.
Therrien, W. J., & Kubina (2006). Developing reading fluency with repeated reading. Intervention School and Clinic, 41, 156-160.
Therrien, W. J., Wickstrom, K., & Jones, K. (2006). Effect of a combined repeated reading and question generation intervention on reading achievement. Learning Disabilities Research and Practice, 21, 89-97.
Fuchs, L. S., Fuchs, D., Hamlett, C. L., Walz, L., & Germann, G. (1993). Formative evaluation of academic progress: How much growth can we expect? School Psychology Review, 22, 27-48.
Hasbrouck, J. E., & Tindal, G. (2005). Oral reading fluency: 90 years of measurement (Tech. Rep. No. 33). Eugene: University of Oregon, College of Education, Behavioral Research and Teaching.
Howell, K. W., & Nolet, V. (2000). Curriculum-based evaluation: Teaching and decision making (3rd Ed.). Belmont, CA: Wadsworth/Thomson Learning.
Hua, Y., Hendrickson, J. M., Therrien, W. J., Woods-Groves, S., Ries, P., & Shaw, J. W. (2012). Effects of combined reading and question generation on reading fluency and comprehension of three young adults with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities, 27, 135-146. DOI: 10.1177/1088357612448421.
Hua, Y., Therrien, W. J., Hendrickson, J. M., & Hua, Y. (2012). Effects of combined repeated reading and question generation intervention on young adults with severe intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 42, 72-83.
Hua, Y., Therrien, W. J., Hendrickson, J. M., Woods-Groves, S., Ries, P., & Shaw, J. W. (2012). Effects of combined repeated reading and question generation intervention on young adults with cognitive disabilities. Education and Training in Autism and Developmental Disabilities, 47, 3-13.
Jones, K., Wickstrom, K., Noltemeyer, A., Brown, S., Schuka, J., & Therrien, W. J. (2009). An experimental analysis of reading fluency. Journal of Behavioral Education, 18, 35-55.
Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95, 3-21.
LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323.
Meyer, M. S., & Felton, R. H. (1999). Repeated reading to enhance fluency: Old approaches and new directions. Annals of Dyslexia, 49, 283-306.
National Institute of Child Health and Human Development. (2000). Teaching children to read: An evidence-based assessment of the scientific literature on reading and its implications for reading instruction. Washington, DC: U.S. Government Printing Office.
Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching students to generate questions: A review of the intervention studies. Review of Educational Research, 66, 181-221.
Schrimer, B., Schaffer, L., Therrien, W. J., & Schirmer, T. (2012). Reread-Adapt and Answer-Comprehend Intervention with Deaf Readers: Effect on fluency and reading achievement. American Annals of the Deaf, 156, 469-475.
Schirmer, B. R., Therrien, W. J., Schaffer, L., & Schirmer, T. N. (2009). Repeated reading as an instructional intervention with deaf readers: Effect on fluency and reading achievement. Reading Improvement, 46, 168-177.
Therrien, W. J. (2004). Fluency and comprehension gains as a result of repeated reading: A meta-analysis. Remedial and Special Education, 25, 252-261.
Therrien, W. J., Gormley, S., & Kubina, R. (2006). Boosting fluency and comprehension to improve reading achievement. Teaching Exceptional Children, 38, 22-26.
Therrien, W. J., & Gormley-Budin, S. (2008). Effects of the Reread-Adapt and Answer-Comprehend (RAAC) intervention on the reading achievement of students with reading and behavioral difficulties. Learning Disabilities: A Multidisciplinary Journal, 15, 33-38.
Therrien, W. J., & Hughes, C. (2008). Comparison of repeated reading and question generation on students' reading fluency and comprehension. Learning Disabilities: A Contemporary Journal, 6, 1-16.
Therrein, W. J., Kirk, J. F., & Woods-Groves, S. (2012). Comparison of a reading fluency intervention with and without passage repetition on reading achievement. Remedial and Special Education, 33, 309-319.
Therrien, W. J., & Kubina, R. M. (2007). The importance of context in repeated reading. Reading Improvement, 44, 179-188.
Therrien, W. J., Ojwaya, J. A., Wickstrom, K. F., & Jones, K. M. (2008). Comparison of the effects of repeated reading and sequential reading on fluency and word acquisition. Journal of Balanced Reading Instruction, 15, 27-38.
Therrien, W. J., & Kubina (2006). Developing reading fluency with repeated reading. Intervention School and Clinic, 41, 156-160.
Therrien, W. J., Wickstrom, K., & Jones, K. (2006). Effect of a combined repeated reading and question generation intervention on reading achievement. Learning Disabilities Research and Practice, 21, 89-97.