Impact of a high-interest text on fluency and comprehension

Lydia A. Sobol

Abstract

This study investigated the use of a high-interest text on reading fluency and comprehension. The participant in this study was a 19 year-old with significant cognitive disabilities. The intervention included instruction in reading strategies, writing, vocabulary, and word study utilizing a high-interest text. The author used archival, pre-and post-test data, and measurements of reading fluency and comprehension to measure changes, and surveys to assess the student's interests and motivation. Results showed small gains in reading fluency, but no change in comprehension. Results showed an increase in motivation and increased use of reading strategies. The study continues with a review of the findings in conjunction with current research, the Common Core Standards and the law, and then concludes with strengths, limitations, and recommendations for further study.