Increasing Oral Reading Fluency in Upper Elementary Students Through Direct Phonics Instruction PDF Download
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Author: Turrah S. Benton
Publisher:
ISBN:
Category : Oral reading
Languages : en
Pages : 50
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Book Description
"This mixed methods study takes a look at the effect of direct phonics instruction on the oral reading fluency of students who are above the grade level in which phonics are included in reading standards. Students in a rural school in Georgia participated in this study in which DIBELS Next was used to measure oral reading fluency. Students who were determined to be below grade level were given a systematic program of direct phonics instruction for 15 minutes daily. Information collected from DIBELS Next along with teacher surveys and anecdotal notes, was compiled to get a well-rounded picture of effects of phonics instruction on students' ability to read fluently."--Page 4
Author: Turrah S. Benton
Publisher:
ISBN:
Category : Oral reading
Languages : en
Pages : 50
Get Book Here
Book Description
"This mixed methods study takes a look at the effect of direct phonics instruction on the oral reading fluency of students who are above the grade level in which phonics are included in reading standards. Students in a rural school in Georgia participated in this study in which DIBELS Next was used to measure oral reading fluency. Students who were determined to be below grade level were given a systematic program of direct phonics instruction for 15 minutes daily. Information collected from DIBELS Next along with teacher surveys and anecdotal notes, was compiled to get a well-rounded picture of effects of phonics instruction on students' ability to read fluently."--Page 4
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: Ryan Gerald Loberger
Publisher:
ISBN:
Category :
Languages : en
Pages : 74
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Book Description
Author: Melanie R. Kuhn
Publisher: Guilford Press
ISBN:
Category : Education
Languages : en
Pages : 216
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Book Description
This timely book offers two distinct approaches to oral reading instruction that can easily be incorporated into primary-grade literacy curricula. It enables teachers to go beyond the conventional "round-robin" approach by providing strong instructional support and using challenging texts. Grounded in research and classroom experience, the book explains what works and why in helping students build comprehension along with word recognition and the expressive elements of oral reading. Specific lesson plan ideas, helpful vignettes and examples, and reproducibles make this an indispensable classroom resource. Included are chapters on fluency's role in learning to read, motivation, the home-school connection, fluency assessment, and strategies for struggling readers.
Author: Bonnie B. Armbruster
Publisher: DIANE Publishing
ISBN: 143793756X
Category : Education
Languages : en
Pages : 60
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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.
Author: Judith A. Hacker
Publisher:
ISBN:
Category :
Languages : en
Pages : 148
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Book Description
This study looks at the impact of Great Leaps, a specialized supplemental oral reading fluency program, on two elementary English Language Learners. Key influences include experience in schools, district mandates, and The National Reading Panel in 2000 which highlighted fluency instruction as an area needing attention. The research was conducted in the ESL classroom using instruction and systematic observations of the two subject's performance. The study concluded that placing attention on oral reading fluency results in improvements. The student's oral fluency improved with practice, the attempts required were fewer with practice, and the anecdotal evidence showed there was comprehension. Additionally, through anecdotal observations the researcher found that the personality of the learner had an impact on the rate of improvement.
Author: Bonnie B. Armbruster
Publisher:
ISBN:
Category : Physical therapy
Languages : en
Pages : 68
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Book Description
Proven ideas from research for parents.
Author: Wiley Blevins
Publisher: Scholastic Inc.
ISBN: 9780439288385
Category : Education
Languages : en
Pages : 78
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Book Description
Contains mini-lessons, activities, and word lists designed to help students improve the speed, automaticity, and expression skills needed for better reading comprehension.
Author: Veda S. Neumann
Publisher:
ISBN:
Category :
Languages : en
Pages : 89
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Book Description
The authors of this action research project report implemented oral reading fluency-based interventions for the purpose of improving students' reading comprehension. Six students in grade three, six students in grade five and six students in grade six participated in the study from Monday, August 27 through Friday, December 7, 2007. Researchers observed that in the targeted reading groups, deficiencies in any element of oral reading fluency were associated with reading comprehension problems. The teacher researchers used the following tools to document evidence; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Oral Reading Fluency (ORF), which indicated that 50% of students at Site A and 83% of students at Site B were below benchmark score for oral reading fluency. The comprehension based assessment (Choose-A-Title) resulted in 61% of the students choosing the incorrect title. As a result of the student survey, it indicated that 17% of the students responded "almost never" when asked "I think others like my reading". Students' struggles with accuracy, rate, and prosody revealed deficiencies that inhibited the processing of meaning. The interventions implemented were three 20-minute weekly sessions consisting of one session of reader's theater activities including choral reading, echo reading, and poetry, and two sessions of partner reading during which student pairs engaged in repeated oral reading and reading along silently while listening as oral reading was modeled. Teachers are encouraged to model fluent reading illustrating proper rate and accuracy. Reading and rereading exercises such as reading with a model reader, choral reading, reader's theater, and partner reading can improve fluency (Vaughn & Linan-Thompson, 2004). As a result of the interventions, students demonstrated increased awareness of the three elements of oral reading fluency: accuracy, rate, and prosody. Students practiced self-monitoring these elements while participating in paired reading and cooperative learning groups. The post data revealed that there was a decrease in students' positive responses to "I read with expression and feeling". Thirty-three percent of students responded "almost always" on pre documentation and 28% on post documentation. The "usually" category declined from 50% to 44%. Students responded best to interventions that involved repeated reading in the form of rehearsal followed by performance, such as choral poetry reading and reader's theater. Students demonstrated engagement in the activities while becoming more realistic in self-evaluation. Eight appendixes include: (1) Student Survey; (2) DIBELS; (3) Choose-A-Title; (4) Paired Reading; (5) Echo Reading; (6) Choral Reading; (7) Poetry Reading; and (8) Reader's Theatre. (Contains 11 tables and 18 graphs.) [Master of Arts Action Research Project, Field-Based Master's Program, Saint Xavier University & Pearson Achievement Solutions, Inc.].
