The Effects of Read Naturally on Students' Oral Reading Fluency and Reading Comprehension PDF Download
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Author: Stacy A. Wright
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 78
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Book Description
Author: Stacy A. Wright
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 78
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Book Description
Author: Lola L. Stansfield
Publisher:
ISBN:
Category :
Languages : en
Pages : 60
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Book Description
The current investigation explored the effects of the Read Naturally® program on the reading fluency of students with disabilities in an elementary school setting. Participants were eight students with disabilities grades three through six who were screened and found ready to receive a fluency intervention. Reading fluency pre-post measures were collected. Weekly progress monitoring was carried out and data was compared to national norms as described by the 2005 Hasbrouck-Tindal Table of Oral Reading Fluency Norms. All three female participants showed a downward trend in their progress monitoring data. In contrast, all male participants showed an upward trend. All except two participants showed fluency gains between the pre and post benchmark fluency data, however, only one of the participants reached the 50th percentile norm fluency rate for their grade level. The majority of the students expressed reading satisfaction and the program was implemented with fidelity except for communication with parents. The teachers and aides also expressed satisfaction with the program. The Read Naturally® program was implemented for the minimum recommended time, therefore, sufficient gains were not made to close the gap between students with disabilities using the Read Naturally® program and students remaining in the classroom for core instruction without interventions. Future research should replicate these findings in a larger, normative sample and encourage maximum recommended time for the implementation of the Read Naturally® program.
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.
Author: Nicole M. Greazel
Publisher:
ISBN:
Category : Read naturally program
Languages : en
Pages : 56
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Book Description
This study examined the effects the Read Naturally program had on reading fluency. The subjects in this study consisted of five students in second grade at Prairie Ridge Elementary School, which is part of the College Community School District in Cedar Rapids, Iowa. This study was completed over an eleven-week period, and included a variety of data sources for the most accurate measurement of student growth. Students were chosen based upon their fluency rates on the district's reading assessment. Students were pretested and posttested on a weekly basis using the Read Naturally program. Students set goals and graphed their weekly results. The results indicated each student improved their reading fluency level.
Author: Sara R. Stoll
Publisher:
ISBN:
Category : Read naturally program
Languages : en
Pages : 42
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Book Description
The purpose of this study was to measure the impact the Read Naturally program had on students' reading fluency at the fifth grade level. This study was conducted with two fifth grade boys during the first eight weeks of the 2007-2008 school year. Students practiced fluency by doing repeated reading of stories at their instructional level. Data was gathered using a pre- and posttest format. Students were timed for one minute on a new story and the score was recorded as the pretest. This was followed by repeating readings of the same story. Students were timed again for one minute and this score was used as the posttest. The data indicated that both students who participated in this eight week study were able to increase their reading fluency rates.
Author: Timothy V. Rasinski
Publisher: Scholastic Inc.
ISBN: 9780439332088
Category : Education
Languages : en
Pages : 196
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Book Description
Introduces oral reading teaching methods for developing word recognition and comprehension in students.
Author: Kristi Lynn Chase Arlt
Publisher:
ISBN:
Category : Learning disabilities
Languages : en
Pages : 130
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Book Description
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 9
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Book Description
"Read Naturally" is designed to improve reading fluency using a combination of books, audiotapes, and computer software. According to the developer's web site, this program has three main strategies: repeated reading of text for developing oral reading fluency, teacher modeling of story reading, and systematic monitoring of student progress by the students themselves and by teachers. Students work at a reading level appropriate for their achievement level, progress through the program at their own rate, and work, for the most part, on an independent basis. The program has two versions. In one, students use audiocassettes or CDs in conjunction with hard-copy reading materials. In the second version students use the "Read Naturally" computer program alone. The "Read Naturally" program is designed to increase time spent reading. The What Works Clearinghouse (WWC) reviewed 14 studies on "Read Naturally." One study of "Read Naturally" met the WWC evidence standards and one study met WWC evidence standards with reservations. The two studies included 106 students from first and second grades in two elementary schools in Arizona and Georgia. Based on these two studies, the WWC found no discernible effects in the fluency and reading comprehension domains. (Contains 14 footnotes.) [The following studies are reviewed in this intervention report: (1) Hancock, C. M. (2002). Accelerating reading trajectories: The effects of dynamic research-based instruction. "Dissertation Abstracts International," 63(06), 2139A. (UMI No. 3055690); and (2) Mesa, C. L. (2004). "Effect of Read Naturally software on reading fluency and comprehension." Unpublished master's thesis, Piedmont College, Demorest, GA.].
Author: Richard T. Boon
Publisher: Brookes Publishing Company
ISBN: 9781598572209
Category : Education
Languages : en
Pages : 0
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Book Description
Help improve adolescents' comprehension skills across content areas with this practical textbook, developed for teachers of students in Grades 6-12 with and without disabilities.
Author: Richard J. Morris
Publisher: Routledge
ISBN: 1135925143
Category : Education
Languages : en
Pages : 436
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Book Description
This book assembles into one volume summaries of school-based intervention research that relates to those who deal on a regular basis with the growing body of students having high-incidence learning disabilities and/or behavior disorders: special educators, school psychologists, and clinical child psychologists. Chapter authors begin with an overview of their topic followed by a brief section on historical perspectives before moving on to the main section – a critical discussion of empirically based intervention procedures. In those instances where evidence-based prescriptions can legitimately be made, authors discuss best practices and the conditions (e.g., classroom environment, teacher expertise) under which these practices are most effective. A final section deals with policy issues.
