A Comparison of the Effectiveness of Skill-Based, Performance-Based and Integrated Intervention Programs in Enhancing the Reading Fluency of Students with Low Vision

The purpose of this study was to evaluate the effectiveness of skill-based, performance-based and integrated interventions inimproving reading fluency of students with low vision. Participants were four students, two girls, two boys enrolledin an elementary school for students with visual impairments located in Ankara. Two of the participants were fifth graders and the remaining two were fourth graders. The study was conducted intwophases, a brief experimental analysis (BEA) phase and an extended analysis (EA) phase.In order to determine the most effective two interventions or intervention packages, thebrief experimental analysis was implemented to increase the reading fluencyof students with low vision. A brief multi-element design was used during the BEA phase. An alternating treatment designwas implemented in the extenden analysis phase. The independent variables of the study were repeated readings, performance feedback, passage preview, performance feedback+reward, repeated readings+reward and repeatedreadings +performance feedback.The results showed that the most effective intervention that increased the reading fluencyof students with low vision was varied among the participants