The Effects of Intensive Reading Intervention on Fourth Through Sixth Grade Reading Fluency Through the Use of SRA Direct Instruction Curriculum and Echo Reading PDF Download
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Author: Christi Cease Allan
Publisher:
ISBN:
Category : Phonetics
Languages : en
Pages : 83
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Book Description
This study explored the impact of using the SRA direct instruction Decoding B-1 curriculum to increase students' reading fluency. Additionally, the study focused on increasing students' prosody through the use of echo reading, a form of repeated reading that used modeling to provide students a demonstration of intonation, expression and pacing through the observation of the author's syntax. The fourth through sixth grade students within the study were homogeneously grouped and received 14 weeks of intervention to determine if the intervention had an effect on oral reading fluency as well as reading comprehension. This study used pre- and post-assessments to determine if the SRA direct instruction in conjunction with the echo reading were effective teaching strategies for the fourth through sixth grade students at risk for reading failure.
Author: Christi Cease Allan
Publisher:
ISBN:
Category : Phonetics
Languages : en
Pages : 83
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Book Description
This study explored the impact of using the SRA direct instruction Decoding B-1 curriculum to increase students' reading fluency. Additionally, the study focused on increasing students' prosody through the use of echo reading, a form of repeated reading that used modeling to provide students a demonstration of intonation, expression and pacing through the observation of the author's syntax. The fourth through sixth grade students within the study were homogeneously grouped and received 14 weeks of intervention to determine if the intervention had an effect on oral reading fluency as well as reading comprehension. This study used pre- and post-assessments to determine if the SRA direct instruction in conjunction with the echo reading were effective teaching strategies for the fourth through sixth grade students at risk for reading failure.
Author: Stephanie Williams
Publisher:
ISBN:
Category : Direct instruction
Languages : en
Pages : 106
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Book Description
Author: Tracy Jean Galante
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 124
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Book Description
Author: Siegfried Engelmann
Publisher:
ISBN:
Category : English language
Languages : en
Pages :
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Book Description
Author: Sara E. Valentine
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 154
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Book Description
Author: Amy Owen
Publisher:
ISBN:
Category : Read naturally program
Languages : en
Pages : 43
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Book Description
The purpose of this study was to determine whether the implementation of the Read Naturally program would improve the reading fluency of the fourth graders reading below grade level. This study was conducted with five students, three boys and two girls, during the first nine weeks of the school year. Students practiced fluency by doing repeated and shared readings of stories at their instructional level. Data were 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 repeated and shared readings of the same material. Students were timed again for one minute and this score was used as the posttest. The data indicated that all students who participated in this study were able to increase their reading fluency rates.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 428
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Book Description
One predominant hallmark of older struggling readers is their failure to gain reading fluency on instructional and grade-level texts. Students who fail to achieve reading fluency experience multiple negative consequences that affect their academic and social growth, options, and success. Although considerable amounts of research on reading fluency interventions have been conducted with younger developing and struggling readers, little is known about the effects of such interventions on the reading skills of high school students. A single subject across participants design was employed to measure the effectiveness of two, easy-to-implement, reading fluency interventions on the reading fluency and comprehension of 18 high school students with learning disabilities (LD) who read between the first- and sixth-grade levels. A two-way ANOVA was also used to determine the impact of two interventions and initial reading level on the reading fluency and comprehension as measured by the Gray Oral Reading Test -4, the Test of Word Reading Efficiency, and the Test of Silent Word Reading Fluency. Results suggested that participants whose initial reading skills fell between the first- and third-grade levels made fewer gains in reading fluency and comprehension of connected text during intervention than participants who entered intervention reading between the fourth- through sixth-grade levels. Limitations and implications for future research are discussed.
Author: Marshall D. Chamberlain
Publisher:
ISBN:
Category : Fluency (Language learning)
Languages : en
Pages : 73
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Book Description
Author: Kathy A. Mountford
Publisher:
ISBN:
Category :
Languages : en
Pages : 106
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Book Description
The following Action Research Project Report is to improve the oral reading fluency of the 4th and 5th grade students with learning disabilities. The targeted population participating in this study consisted of a total of ten participants of which five were 4th grade students and five were 5th grade students located in a middle class community within in a suburb of a large metropolitan area. The problem of poor reading fluency was documented through a student survey, a one-minute timed reading, and a 4-point fluency rubric. Analysis of probable cause data revealed that students with learning disabilities frequently do not automatically acquire this skill. Therefore, direct instruction is necessary on how and why to read fluently. After a review of the solution strategies, the intervention implemented was Readers' Theatre which incorporates repeated reading in a natural format as the students practice their lines. Post intervention data suggest the repeated readings incorporated through Readers' Theatre had a positive affect on oral reading fluency. Students increased words read accurately per minute, the fluency rubric indicated students were reading more fluently, and their attitude towards reading had a positive affect according to a student survey. The teacher researcher highly recommends repeated reading by using Readers' Theatre to increase reading fluency. (Contains 5 tables, 24 figures, and 8 appendices.) [Master of Arts Action Research Project, Saint Xavier University.].
Author: Marissa Jenette Filderman
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
One recommended way to intensify intervention, particularly for struggling readers with the most severe difficulties, is intervention intensification using student data—a process referred to as data-based individualization (DBI; Deno & Mirkin, 1977; National Center on Intensive Intervention [NCII], 2013). To date, there is a dearth of research on word reading interventions that target 4th and 5th grade students (Wanzek, Wexler, Vaughn, & Ciullo, 2010), as well as reading interventions that utilize DBI to intensify such interventions (Filderman, Toste, Didion, Peng, & Clemens, 2018). As such, this randomized controlled trial explored the use of DBI for 4th and 5th grade struggling readers within the context of a research-based multisyllabic word reading intervention (Toste, Capin, Vaughn, Roberts, & Kearns, 2017; Toste, Capin, Williams, Cho, & Vaughn, 2019). In addition to adding to the literature on this understudied population, I also evaluated whether the use of data to customize instruction at the beginning of intervention is enough to improve results of struggling readers, or whether additional adjustment using progress monitoring with explicit decision-making rules improves results above and beyond initial customization of intervention protocol. Accordingly, I compared two treatment conditions to a business-as-usual condition. One treatment condition received initial customization of intervention, with adjustments made to the amount of time students spent in each of the instructional components based on their initial decoding abilities. The second treatment condition received the same customization, but at the mid-point of the study, ongoing curriculum-based measurement and specific subskill mastery measurement was used to evaluate student response, with instruction individualized for students who demonstrated inadequate response. Results indicated that students in both treatment conditions outperformed the comparison condition on multisyllabic word reading, and that students in the DBI condition also outperformed comparison students on decoding. Both treatment conditions performed worse than the comparison on a test of sentence-level comprehension efficiency. I conclude with a discussion of the potential reasons for these findings, as well as implications and future directions for research and practice
