Defense Date

6-23-2025

Graduation Date

Fall 12-19-2025

Availability

Immediate Access

Submission Type

dissertation

Degree Name

PhD

Department

Counseling, Psychology, & Special Education

School

School of Education

Committee Chair

Ann Huang

Committee Member

Fran Serenka

Committee Member

Temple Lovelace

Keywords

reading fluently, at-risk status, computer assisted intervention

Abstract

The ability to comprehend and apply knowledge learned through reading is fundamental for individuals to become successful and productive citizens in society. The inability to read fluently and accurately with appropriate pacing and expression significantly inhibits text comprehension. Research suggests that children who do not develop reading fluency are more likely to experience learning and comprehension difficulties throughout their academic careers (Lange, 2019). Computer-assisted interventions (CAI) have demonstrated effectiveness in advancing students' reading fluency, particularly for those at risk of developing reading disabilities or those already diagnosed with reading difficulties. However, a significant gap exists in research examining CAI effectiveness specifically for Black elementary students, who remain underrepresented in educational technology research. While numerous studies have demonstrated the general effectiveness of CAI programs like Read Naturally Live, limited research has focused on outcomes for diverse student populations, particularly Black students who may face unique educational challenges and barriers.

This study investigated the effects of the Read Naturally Live program on reading fluency and comprehension outcomes for Black elementary students with reading difficulties. Using a single-subject, multiple baseline design across participants, three Black elementary students (one second-grade female, one third-grade male, and one fifth-grade male) participated in the intervention over a three-week period across 17 sessions. Oral reading fluency was measured using DIBELS ORF assessments (words correct per minute), while reading comprehension was assessed through DIBELS Maze procedures. This study contributes critical evidence regarding the effectiveness of computer-assisted reading interventions for Black elementary students while addressing important gaps in educational technology research. The findings support the use of Read Naturally Live as a culturally responsive and effective intervention for diverse learners, with implications for more equitable and inclusive approaches to reading intervention research and practice.

Language

English

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