ORIGINAL PAPER Examining Immediate and Maintenance Effects of a Reading Intervention Package on Generalization Materials: Individual Verses Group Implementation Cynthia Klubnik • Scott P. Ardoin Published online: 13 January 2010 Ó Springer Science+Business Media, LLC 2010 Abstract Fluency has been identified as an important outcome of effective reading instruction, and intervention packages utilizing the method of repeated readings have been shown to improve oral reading fluency. In order to improve the efficiency of these intervention packages, more research is needed on the effec- tiveness of small group reading interventions. An alternating treatments design was used to compare the effects of two versions of an intervention package that included repeated readings on generalization and maintenance of oral reading rate for 6 second grade students. Both intervention packages included listening passage preview, repeated readings, error correction, and contingent reward. The interven- tion packages differed only in whether intervention components were provided to students individually or in groups of three. Gains in oral reading rate were observed across conditions, with individual and small group interventions resulting in com- parable gains for most participants. Individual differences in performance and implications for reading instruction are discussed. Keywords Repeated readings Á Generalization Á Listening passage preview Á Individual versus group intervention Á Oral reading fluency Á Maintenance Introduction Oral reading fluency was identified as an essential skill in the development of reading comprehension by the National Reading Panel (NRP 2000). After an C. Klubnik University of South Carolina, Columbia, SC, USA S. P. Ardoin (&) Department of Educational Psychology & Instructional Technology, University of Georgia, 325L Aderhold Hall, Athens, GA 30602, USA e-mail: spardoin@uga.edu 123 J Behav Educ (2010) 19:7–29 DOI 10.1007/s10864-009-9096-3