The Effects of Cross-age Tutoring on Students' Oral Reading Fluency Rates Using Repeated Reading Strategies PDF Download
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Author: Camille Bryan Hanson
Publisher:
ISBN:
Category : Oral reading
Languages : en
Pages : 37
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Book Description
Author: Camille Bryan Hanson
Publisher:
ISBN:
Category : Oral reading
Languages : en
Pages : 37
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Book Description
Author: David John Carberry
Publisher:
ISBN:
Category :
Languages : en
Pages : 404
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Book Description
Author: Jennifer Geiss
Publisher:
ISBN:
Category : Oral reading
Languages : en
Pages : 82
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Book Description
Author: Amy S. Fiedler
Publisher:
ISBN:
Category : Peer teaching
Languages : en
Pages : 88
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Book Description
In this study, the effects of cross age tutoring compared with sustained silent reading were assessed in second grade students. The students in this study were in a self contained second grade classroom. The second graders participating in cross age tutoring were two above grade level readers, two at grade level readers and two below grade level readers. Each of these second graders was paired with a fifth grade student who had received some basic training in how to prompt the second grader while reading. The remaining students in the class participated in sustained silent reading for the same twenty four week period. All of the students' reading fluency and word reading abilities were assessed both before and after the duration of their particular reading activity. The cross age tutoring lasted for a twenty four week period during which the students were observed and anecdotal notes were taken. Results of the pre and post assessments showed that overall, both sustained silent reading as well as cross age tutoring increased student reading abilities when assessed with the Frye Oral Reading Test for fluency as well as the San Diego Quick leveled word list assessment. Cross age tutoring and sustained· silent reading may also have benefits in students' affective attitudes toward reading, causing them to view it as a positive activity.
Author: Tricia R. Page
Publisher:
ISBN:
Category : Oral reading
Languages : en
Pages : 102
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Author: Gail L. Kiefer
Publisher:
ISBN:
Category :
Languages : en
Pages : 142
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Author: Ann Van Wig
Publisher:
ISBN: 9780355133806
Category : Language and languages
Languages : en
Pages : 173
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Book Description
The purpose of this quantitative, quasi-experimental study was to investigate the impact of a repeated reading fluency intervention focused on prosody, counterbalanced with an intervention focused on reading strategies. Both of these interventions were designed to promote feelings of achievement through participation in activities intended to promote reading success. Seventeen eighth grade students identified as requiring reading intervention were divided into A-Day and B-Day classes. All 17 students received the interventions but in alternating seven-week phases. The repeated reading fluency intervention employed recording and reflecting of children’s books as students metacognitively reflected upon the fluency components of rate, accuracy, and prosody. The study compared the results between A-Day and B-Day students using a repeated measures design using ANOVA. The repeated measures fluency intervention examined outcomes on measures of the Gray Oral Reading Test-Fifth Edition raw scores of rate and accuracy, the Comprehensive Oral Reading Fluency Scale that measured rate, accuracy, and prosody, and Multidimensional Fluency Scale that measured prosody. In addition, students responded to questions regarding perceptions of reading ability and behaviors using the Impression of My Reading survey. Results suggested the fluency intervention focused on prosody was effective in improving prosodic ability, but inconclusive on the improvements on the fluency components of rate and accuracy. Results also indicated students had improved perceptions of their reading ability and behaviors after participation in reading interventions designed to promote student reading success. Future research recommendations include extension of reading material to include graphic novels and to incorporate writing and subsequent reading of student created stories, plays, and poems.
Author: Catherine McDonough Cominsky
Publisher:
ISBN:
Category : Individualized instruction
Languages : en
Pages : 108
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Author: Maria Oddo
Publisher:
ISBN:
Category :
Languages : en
Pages : 94
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Book Description
This study investigated the effects of small group peer-mediated repeated reading practice on reading fluency and comprehension for students at risk for reading failure. Previous research has investigated the efficacy of peer-mediated repeated reading interventions carried out by student dyads. This research extends the existing research by further investigating the impact of repeated reading on oral reading fluency and comprehension when carried out in a small group format with students in a fourth grade classroom. Results indicated that repeated reading practice in a small group format was effective in improving levels of reading fluency and reading comprehension skills of four targeted students, but there did not appear to be enough data to interpret trend (Christ, 2006). Evidence also indicated immediate class-wide changes in fluency and comprehension but these effects were diminished in follow-up. Acceptability ratings showed that the format was easy to implement and acceptable to stakeholders.
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.
