The Effect of Repeated Reading on Oral Reading Fluency when Implemented by Novice Peer Partners Through Collaborative Student Self-managed Learning PDF Download
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Author: Mary Katherine Moskal
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 430
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Author: Mary Katherine Moskal
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 430
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Author: National Reading Conference (U.S.)
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 526
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Author: Beth Maloch
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 528
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Author: Daryl Rose Armstrong-Coppins
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 122
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The purpose of this action project was to explore the effect repeated reading strategy has on oral reading fluency and reading comprehension of middle school students. The repeated reading strategy supplemented the reading instruction of middle school students in a parental choice school. The 5-phase study included school and parental approval, student interest interview and teacher questionnaire; the administration of the Qualitative Reading Inventory - 5th edition for pre-test and post-test; repeated reading strategy training and intervention strategy implementation. Students paired together and trained on the intervention process received fluency-comprehension instruction 60 to 90 minutes twice a week. Growth was determined from the Pre-test and Post-test. The findings concluded an overall effect of the repeated reading strategy on fluency and comprehension of middle school students.
Author: Amanda L. Yurick
Publisher:
ISBN:
Category :
Languages : en
Pages : 212
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Abstract: This study examined the effects of repeated reading practice on oral reading fluency and comprehension skills of elementary-aged students. Eight fifth-grade students, determined to be reading below grade level, and recognized by the classroom teacher as needing additional reading instruction participated in the study. A multiple baseline across subjects experimental design was used, with an initial baseline period of ten sessions. Participants entered the intervention in pairs according to similar reading levels. During each repeated reading session student pairs orally read, alternating paragraphs, to one another for a practice period of ten minutes. Students used a specified correction procedure when miscues occurred during the practice period. Following practice, each student participated in a one-minute timed trial, which was scored by the researcher for number of words read per minute and number of miscues committed by the reader. A cloze procedure comprehension assessment was done when the student reached the fluency criterion (one hundred eighty words read per minute). The dependent variables in this study were number of words read in one minute, number of miscues committed, and number of comprehension questions answered correctly. Results indicate that students' oral reading fluency improved with practice, miscues decreased with practice, and comprehension skills significantly improved overall. No word recognition skill gains were observed.
Author: Kate Berg
Publisher:
ISBN:
Category :
Languages : en
Pages : 105
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The purpose of this action research project report was to increase reading fluency for 38 third-, fourth-, and fifth-grade students. The teacher researches collected data from a Parent Survey (n=26), Student Survey (n=38), Teacher Survey (n=12), and Teacher Interviews (n=4) for a total of 80 participants. Data was collected from September 8, 2011 through September 16, 2011. Children's struggles with fluency were apparent through observation of student's fluency rate data which was obtained through a review of student records. Further evidence of the problem was exhibited in the results of Student and Parent Surveys. These offered greater insight into parent and student opinions of reading practices in the home in relation to student reading achievement and the level of understanding of class work. Teacher Surveys and Interviews were also helpful in defining problems such as a lack of an effective fluency curriculum which contributed to difficulties with reading fluency. A repeated reading strategy was implemented as a means to increase the reading fluency rates of students. The repeated reading intervention was structured around a daily fluency routine that was implemented during small group reading. The weekly fluency routine included timed pre-tests, teacher models, choral reading, partner reading, error correction and feedback, and timed post tests. It was found that the repeated reading strategy was effective in increasing the fluency rates of students who participated in the intervention. Data collected throughout the 11-week intervention showed an overall average gain of 25 words per minute for all students (n=38). This result was mirrored by the participants (n=37) with an average gain of 15 words per minute from pre- and post-fluency assessments. In conclusion, this repeated reading strategy was an effective way to increase both the speed and accuracy of reading for general education students, as well as students receiving special education services. Six appendixes include: (1) Student Survey; (2) Teacher Survey; (3) Teacher Interview; (4) Progress Monitoring Chart; (5) Sample Reading Passage - District Curriculum; and (6) Teacher Researcher B's Intervention Group Schedule. (Contains 12 tables and 21 figures.).
Author: Erin L. Seibert
Publisher:
ISBN:
Category : Action Research Project
Languages : en
Pages : 108
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Author: Jennifer K. Goedken
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 186
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The non-fluent readers in my second grad classroom had low fluency and comprehension scores, but were not eligible for additional reading assistance through Title 1 or special educational instruction. I implemented the Read Naturally program, a repeated reading program, with these students over a nine week period during the first quarter of the 2008-2009 school year. The Standardized Test for the Assessment of Reading, the Basic Reading Inventory, and fluency probes, which are measures used by the Alburnett Community School District, were given as pretests and posttests for this pre-experimental approach to research, utilizing a one-group pretest-posttest design. Teacher recorded bi-weekly comprehension and fluency assessments, as well as a journal were utilized to monitor the progress of the subjects during the treatment period. Students worked with Read Naturally for 30 minutes, four times per week. Read Naturally is a fluency based program which utilizes repeated reading strategies to improve and develop the skills necessary to become fluent oral readers through the utilization of books, audiotapes, and computer software to develop speed, accuracy, and proper expression in oral reading practices. Results showed significant gains in the areas of fluency and comprehension of students involved in the study. Te results may be due to the implementation of the Read Naturally program.
Author: Cathianne Kurtz
Publisher:
ISBN:
Category : Children with disabilities
Languages : en
Pages : 88
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Book Description
Throughout my teaching career, I have wondered why some students can read with fluency and expression while other students struggle to read with fluency. I have taught special education and have worked with students who have a specific learning disability, emotional behavioral disability, cognitive disability and Autism. I have worked with students with disabilities from first, second, third and fourth grades, in all four grade levels; I have also observed students who struggle with reading fluency also struggle with reading comprehension. This made me wonder if reading fluency had an impact on comprehension. A fluent reader is one who is able to decode automatically without attention; thus they are able to process meaning at the same time they decode words (Homan, Klesius, Hite, 1993). After discussing this thought with many other colleagues and reading research articles, I wondered if implementing Repeated Reading in my classroom would increase students' fluency and in turn increase their comprehension. Due in part to my collaboration and research I explored the following research question, "Does student's fluency through the use of Repeated Reading increase student's comprehension?"
Author: Marjorie Ann Semonick
Publisher:
ISBN:
Category :
Languages : en
Pages : 264
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