EXPERIENCES WITH THE FUNDAMENTAL FLUENCY INTERVENTION: A CASE STUDY WITH 3RD GRADERS WITH READING DIFFICULTIES

Abstract

This qualitative research study investigates the experiences of both students and parents in the way they respond to the Fundamental Fluency Intervention, which aims to help students improve fluency to bridge the gap between word call and comprehension. Although students reported positive experiences throughout the study and data revealed gains in fluency throughout the investigation in two cases, further research is needed to better understand any implications that may be associated with the researcher-created intervention and rubric. Phrasing was the main strategy used in the intervention. Both students and parents indicated that it was helpful. This may be worthy of future investigation. If the current study is repeated using a qualitative design, an additional recommendation would be that participant selection is made carefully.