The Effects of Performance Feedback on Oral Reading Fluency PDF Download
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Author: Jill Marie Little
Publisher:
ISBN:
Category : Feedback (Psychology)
Languages : en
Pages : 117
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Book Description
Author: Jill Marie Little
Publisher:
ISBN:
Category : Feedback (Psychology)
Languages : en
Pages : 117
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Book Description
Author: Journal of Evidence-Based Practices for Schools
Publisher: Rowman & Littlefield
ISBN: 1475824521
Category : Education
Languages : en
Pages : 107
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Book Description
The Journal of Evidence-Based Practices for Schools is a leader in publishing research-to-practice articles for educators and school psychologists. The mission of this journal is to positively influence the daily practice of school-based professionals through studies demonstrating successful research-based practices in educational settings. As a result, the editors are committed to publishing articles with an eye toward improving student performance and outcomes by advancing psychological and educational practices in the schools. They seek articles using non-technical language that (1) outline an evidence-based practice, (2) describe the literature supporting the effectiveness and theoretical underpinnings of the practice, (3) describe the findings of a study in which the practice was implemented in an educational setting, and (4) provide readers with information they need to implement the practice in their own schools in a section entitled Implementation Guidelines. The Journal of Evidence-Based Practices for Schools differs from other scholarly journals in that it features articles that demonstrate empirically-based procedures for readers to apply the practice in their setting.
Author: Kristen Girard
Publisher:
ISBN: 9781321104141
Category : Electronic dissertations
Languages : en
Pages : 193
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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:
Publisher:
ISBN:
Category :
Languages : en
Pages : 84
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Book Description
Two different interventions were implemented with 22 students receiving intensive reading instruction. A repeated-measures ANOVA, graphic analysis, effect sizes, and raw score gains were used to examine the effects of 1) performance feedback only and 2) performance feedback plus contingent rewards on several reading variables: fluency, comprehension, self-reported interest in reading, and voluntary engagement in reading. Four 3rd-grade classrooms were assigned to treatment conditions. Students in both conditions received 2-2.5 hours of reading instruction per day. All students completed assessments of fluency and comprehension twice per week during the treatment phase of the study. Students in the performance feedback only condition completed these assessments and received feedback about their performance. Students in the performance feedback plus contingent reward condition completed the same procedures but also received rewards contingent upon improvement over previous performance; students received one sticker for increasing their reading fluency score and/or one sticker for increasing their reading comprehension score. Stickers could be used to purchase backup rewards. Prior to, at the conclusion of, and four months following the conclusion of the intervention, all students completed measures of reading skill, reading interest, and a choice condition to assess voluntary engagement in reading. A statistically significant main effect on oral reading fluency was obtained but no significant main effects were found for retell fluency, voluntary engagement, or self-reported interest. Furthermore, no between-subjects main effects or interaction effects were found between conditions and phases. Results based on graphic analysis of data, effect sizes, and raw score gains indicated that students in both conditions showed improvements in reading fluency and comprehension, with students in the feedback only condition making greater overall gains on the former and students in the feedback plus reward condition making slightly greater improvements on the latter. Additionally, graphic representations of data show differences between the conditions on measures of voluntary engagement and self-reported interest. On the voluntary engagement measure, students in the feedback plus reward condition made greater gains than the feedback only group. On the self-reported interest survey, the feedback plus reward condition decreased throughout the study whereas the feedback only group increased.
Author: Erica Suzanne Lembke
Publisher:
ISBN:
Category :
Languages : en
Pages : 256
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Book Description
Author: Michelle K. Hosp
Publisher: Guilford Press
ISBN: 1462509665
Category : Psychology
Languages : en
Pages : 186
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Book Description
This pragmatic, accessible book presents an empirically supported conceptual framework and hands-on instructions for conducting curriculum-based measurement (CBM) in grades K-8. The authors provide the tools needed to assess student learning in reading, spelling, writing, and math, and to graph the resulting data. The role of CBM in systematic instructional problem solving is explained. Every chapter includes helpful answers to frequently asked questions, and the appendices contain over 20 reproducible administration and scoring guides, forms, and planning checklists. The large-size format and lay-flat binding facilitate photocopying and day-to-day use. See also The ABCs of Curriculum-Based Evaluation: A Practical Guide to Effective Decision Making, by John L. Hosp, Michelle K. Hosp, Kenneth W. Howell, and Randy Allison, which presents a broader problem-solving model that utilizes CBM.
Author: Michelle K. Hosp
Publisher: Guilford Publications
ISBN: 1462524664
Category : Psychology
Languages : en
Pages : 258
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Book Description
Machine generated contents note: 1. What Is CBM and Why Should I Do It? -- 2. CBM for Assessment and Problem Solving -- 3. How to Conduct Early Reading CBM -- 4. How to Conduct Reading CBM -- 5. How to Conduct Spelling CBM -- 6. How to Conduct Writing CBM -- 7. How to Conduct Early Numeracy CBM -- 8. How to Conduct Math CBM -- 9. How to Conduct Content-Area CBM -- 10. Charting and Graphing Data to Help Make Decisions -- 11. Planning to Use CBM--and Keeping It Going -- Appendix A. Norms for Early Reading CBM, OPR CBM, and Maze CBM -- Appendix B. Reproducible Quick Guides and Forms for Conducting CBM -- References -- Index
Author: Gloria Cole King
Publisher:
ISBN:
Category : Children with disabilities
Languages : en
Pages : 244
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Book Description
Author: Simone A. Capellini
Publisher: Frontiers Media SA
ISBN: 2889454150
Category :
Languages : en
Pages : 175
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Book Description
Reading involves decoding and comprehension components and, to become efficient, it requires a large number of cognitive and linguistic processes. Among those, the phonological awareness, the alphabetic principle, the decoding, the fluency, the lexical development and the text comprehension development. The reading comprehension is strongly related with the development of vocabulary, oral language, linguistic skills, memory skills and ability to make inferences, and the world experiences of each individual. These processes become important only when the professional needs to deal with students presenting difficulties in learning how to read. The difficulty using the knowledge of conversion rules between grapheme and phoneme to the word reading construction characterizes the dyslexia, which is a specific learning disorder with a neurological source. These difficulties presented by students with dyslexia interfere in their learning process impairing the learning development. Knowing and following the reading development and its processes, as well as obtaining the punctuation of fluency abilities and students comprehension allow us to understand what happens when the student presents difficulties to read. This could help in the identification of learning disabilities and in the development of intervention programs.
