Using Listening Passage Preview with Third Grade Students

Date of Award

Spring 5-7-2026

Document Type

Project Abstract (696 or 796 registration)

Degree Name

Master of Science in School Psychology

Department

Graduate Studies

Committee Chair

Joshua Johnson

Keywords

listening, passage, preview, reading, fluency, oral, comprehension

Abstract

The purpose of this project was to investigate the effectiveness of the reading fluency intervention, Listening passage preview, on two third-grade students who struggled to read at grade level. According to the 2024 National Assessment of Educational Progress (NAEP) report, 69% of fourth graders and 70% of eighth graders are reading below a proficient level for their grade. Listening passage preview is an evidence-based intervention for improving oral fluency and comprehension (Maiden et al., 2024). Baseline data from the median scores of three second-grade reading probes and a teacher's report had a small effect on the goals. Student A received a baseline score of 55 words read correctly per minute (WCPM), and Student B received a baseline score of 30. Fluency goals were set at 95 WCPM. Listening passage preview, in addition to error correction and performance feedback, occurred an average of three times per week for a total of five weeks. Curriculum-based measurements at the second-grade level monitored progress and took place one to two days per week. WCPM fluency scores were graphed to determine whether the intervention worked, needed to be switched, or modified. Student B’s goal required modification. At the end of the five-week intervention, using Listening passage preview helped to increase both students’ oral reading fluency.


Abstract only: No full text available.

Share

COinS