Effects of Self- Or Peer-referenced CBM Feedback on Oral Reading Fluency and Self-efficacy of Struggling Readers PDF Download
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Author: Kristen Girard
Publisher:
ISBN: 9781321104141
Category : Electronic dissertations
Languages : en
Pages : 193
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Book Description
Author: Kristen Girard
Publisher:
ISBN: 9781321104141
Category : Electronic dissertations
Languages : en
Pages : 193
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Book Description
Author: Lisa Anne Didion
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Students with and at-risk for reading disabilities (RD) are performing well below proficient level cutoffs on assessments of reading achievement (National Center for Education Research [NCES], 2017) and this has been the trend for the past two decades (NCES, 2017; Fuchs, Fuchs, & Vaughn, 2014; Vaughn & Wanzek, 2014). In particular, students with and at-risk for RD struggle with reading fluency, a foundational reading skill interconnected with other skills critical to reading proficiency, such as comprehension (Algozzine, Marr, Kavel, & Dugan, 2009; National Reading Panel, 2000). Typically, oral reading fluency (ORF) is targeted with repeated reading practices and few alternative approaches have been researched. Data Mountain is a program that includes components related to self-determination (i.e., self-monitoring, goal setting, positive attributions) and has shown promise in enhancing struggling readers’ oral reading fluency (Didion & Toste 2019; Didion, Toste, & Benz, 2019). The present study tested the effects of Data Mountain on the ORF of 83 students with and at risk for RD (47% female) in 2nd through 5th grades (M = 9.97 years; SD = 1.23). A randomized controlled trial design assigned students to one of three conditions: Data Mountain delivered in small groups (DM-G), Data Mountain delivered individually (DM-I), or a reading practice only comparison condition. The two treatment conditions allowed for comparison of program dosage; in a small group, students have additional opportunity for relatedness (i.e., feeling connected to others in social settings; Deci & Ryan, 2012) and peer modeling (Chard, Vaughn, & Tyler, 2002). Hierarchical linear modeling (HLM) was employed to examine differences in ORF growth across conditions. Moderating effects of grade-level, pretest performance, and English learner (EL) status were tested. Results indicated that treatment students, combined DM-G and DM-I conditions, read an average of 31 more words correct per minute than comparison students at the end of the study. Additionally, Data Mountain students growth rate was twice that of comparison students. There were no statistically significant differences between delivery formats or moderating effects of grade-level, pretest fluency performance, or EL status. The generalizability possibilities of the Data Mountain program across academic disciplines and behaviors are extensive. The transferable possibilities of Data Mountain to be an effective means to provide students with an opportunity to learn self-determination skills and improve ORF, while simultaneously progress monitoring struggling learners is significant to the field of special education
Author: Brandi Peach
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages :
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Author: Jamie D. Ryther
Publisher:
ISBN:
Category : Fluency (Language learning)
Languages : en
Pages : 71
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Author: Jill Marie Little
Publisher:
ISBN:
Category : Feedback (Psychology)
Languages : en
Pages : 117
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Book Description
Author: Mary Katherine Moskal
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 430
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Book Description
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author:
Publisher:
ISBN:
Category : Curriculum-based assessment
Languages : en
Pages :
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Author: Debbie Greenberg
Publisher:
ISBN:
Category :
Languages : en
Pages : 82
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Book Description
Author: Timothy Rasinski
Publisher: MDPI
ISBN: 3039432680
Category : Social Science
Languages : en
Pages : 146
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Book Description
Reading fluency has been identified as a key component of proficient reading. Research has consistently demonstrated significant and substantial correlations between reading fluency and overall reading achievement. Despite the great potential for fluency to have a significant outcome on students’ reading achievement, it continues to be not well understood by teachers, school administrators and policy makers. The chapters in this volume examine reading fluency from a variety of perspectives. The initial chapter sketches the history of fluency as a literacy instruction component. Following chapters examine recent studies and approaches to reading fluency, followed by chapters that explore actual fluency instruction models and the impact of fluency instruction. Assessment of reading fluency is critical for monitoring progress and identifying students in need of intervention. Two articles on assessment, one focused on word recognition and the other on prosody, expand our understanding of fluency measurement. Finally, a study from Turkey explores the relationship of various reading competencies, including fluency, in an integrated model of reading. Our hope for this volume is that it may spark a renewed interest in research into reading fluency and fluency instruction and move toward making fluency instruction an even more integral part of all literacy instruction.
