Reading Fluency Instruction of Students with Cognitive Disabilities Using a Multiple Probe Methodology

Despite making up less than one percent of the student population, students with significant cognitive disabilities have the right to receive the best education possible. There is currently a paucity of research regarding effective reading instruction within a comprehensive approach, especially in the area of fluency. The purpose of this investigation was to determine if there was a functional relation between repeated reading and choral reading and the word correct per minute oral reading of six high school students with significant cognitive disabilities. Additionally, the extent to which fluency impacts reading comprehension was also examined. Five of six participants demonstrated an increase of words correct per minute from baseline to treatment. Non-parametric measures of effect indicate no effect as a whole and weak to medium effect for each participant. Four of six participants improved their mean reading comprehension score during treatment