The following is an abstract from the journal Exceptional Children (O’Connor, White, & Swanson, 2007): Abstract: This research evaluated two methods to improve the reading fluency of struggling...

The following is an abstract from the journal Exceptional Children (O’Connor, White, & Swanson, 2007): Abstract: This research evaluated two methods to improve the reading fluency of struggling readers. Poor readers in grades 2 and 4 with (n = 17) and without (n = 20) learning disabilities were randomly assigned to one of two fluency practice variations or to a control group. Students in the treatments practiced reading aloud under repeated or continuous reading conditions with an adult listener in 15-min sessions, 3 days per week for 14 weeks. For students in the treatment conditions, growth curve analyses revealed significant differences in fluency and reading comprehension over students in the control. We found no significant differences between practice conditions. Consider the following elements in this study: (1) poor readers (2) students in grades 2 and 4 (3) students with and without learning disabilities (4) reading aloud with an adult listener or not (5) repeated or continuous reading conditions (6) reading fluency growth (7) reading comprehension. The question is which are the categorical independent variables? A. Number 1 B. Number 2 C. Number 3 D. Number 4