The effectiveness of a new reading intervention to improve reading fluency: Tow-Reading

Abstract

In this article the new reading intervention Tow-Reading is evaluated. This intervention aims at improving reading fluency and increasing reading rate of children with reading difficulties. Children with dyslexia (N = 46) between seven and twelve years old received a standard intervention for 11 weeks. After this first period they were assigned to either a second standard intervention (N = 23) or the Tow-Reading intervention (N = 23). This second period also lasted 11 weeks. Significant differences did not occur in reading rate for the control versus the experimental conditions. In addition to the between group analysis, a repeated-measure analysis was conducted comparing the first en second period for the same participants. The children improved significantly more during the first period than during the second on word level.