In this case study, reading fluency was examined within the context of a paired reading instructional
intervention. Additionally, this study explored reader self-perceptions and the nature of the
lived experience of reading for a less-skilled reader. A single-subject changing criterion design was
employed. Baseline reading fluency data were collected prior to the introduction of the intervention,
as well as during the 11-week intervention. Reading rates and accuracy percentages were
calculated during the baseline and instructional phases, and probed during the maintenance phase.
In addition, a reading maze procedure was used periodically to investigate reading comprehension.
The Reader Self-Perception Scale (Henk & Melnick, 1995) was administered on three occasions,
and informal interviews were conducted and analysed for recurring themes to explore the lived
experience of having reading fluency difficulties. Reading fluency improved substantially, scores on
the Reader Self-Perception Scale were in the average range, and accuracy and comprehension
scores remained stable and high throughout the study.
