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Intervention in School and Clinic
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Problem Solving With Guided Repeated Oral Reading Instruction

Greg Conderman

Northern Illinois University in DeKalb, Illinois

Debra Strobel

Wild Rose Elementary School in St. Charles, Illinois

Many students with disabilities require specialized instructional interventions and frequent progress monitoring in reading. The guided repeated oral reading technique promotes oral reading fluency while providing a reliable data-based monitoring system. This article emphasizes the importance of problem-solving when using this reading approach.

Intervention in School and Clinic, Vol. 42, No. 1, 34-39 (2006)
DOI: 10.1177/10534512060420010601
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