We investigated changes in children’s Multilayer Instruction Model-Progress Monitoring (MIM-PM) scores following a short-term reading intervention starting from the second semester. Participants were 342 elementary school students with high and low levels of Japanese language ability, enrolled in general education classes. We conducted the intervention for approximately 15 minutes twice a week in each class. Visualization and hand motions were used in teaching, to promote understanding of the structure of special morae. MIM-PM was conducted three times at pre-test, post-test, and follow-up. Results showed that MIM-PM scores of all the children increased, even with the short-term intervention from the second semester. More significant improvements were noted for children with a moderate or high Japanese achievement than children with low achievement. We suggest that reading fluency could be improved even by a short-term intervention, but systematic and continuous MIM intervention is needed for weaker children.

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[in Japanese]

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[in Japanese]

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[in Japanese]

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[in Japanese]

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[in Japanese]

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