The Effects of Response to Intervention on Oral Reading Fluency PDF Download
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Author: Larissa Hall
Publisher:
ISBN:
Category :
Languages : en
Pages : 150
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Author: Larissa Hall
Publisher:
ISBN:
Category :
Languages : en
Pages : 150
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Author:
Publisher:
ISBN:
Category : Curriculum-based assessment
Languages : en
Pages :
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Author: Douglas Fuchs
Publisher:
ISBN: 9780872076228
Category : Learning disabled children
Languages : en
Pages : 0
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Leading experts in literacy and special education describe a three-tier approach that begins with effective instruction for all children, moves to preventive tutoring through a variety of approaches, and concludes with a reformed conceptualization of special education.
Author: Donna Lyerly Jones
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 0
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This quantitative study analyzed data to find a valid and reliable assessment for progress monitoring also having predictive power of a student's future reading performance on a state-mandated standardized reading achievement evaluation. The Response to Intervention (RTI) model was implemented in the language arts classrooms of a rural middle school in northeast Georgia to study the effectiveness of instruction for all students, the at-risk, general, and advanced population. This study used Oral Reading Fluency (ORF) and Maze fluency assessments to monitor student progress and to analyze data to drive instruction. The data were gathered weekly over a 23 week period, rotating the ORF and Maze assessments. Stratified random sampling was used to choose the students receiving ORF assessments. The Maze assessments were given to all students in the language arts classrooms. The data were analyzed through multiple regressions to find if there was a relationship between the ORF and Maze assessments and Georgia's reading portions of the Criterion Referenced Competency Test (CRCT) or the Ninth Grade Literature and Composition End of Course Test (EOCT). The data indicated that the ORF and Maze assessments were significant predictor variables for the CRCT and EOCT, and the ORF data indicated a stronger correlation.
Author: Meghan Lynn Geer
Publisher:
ISBN:
Category : Children with disabilities
Languages : en
Pages : 75
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Book Description
Identifying interventions for improving reading achievement is critical as the Response to Intervention (RTI) model poses a new means of delivering services by identifying at-risk students, delivering interventions, and evaluating the effectiveness of the interventions. The current study focused on the use of a problem validation model for identifying an academic problem and using single-case, increasing intensity designs to create an RTI model for evaluating oral reading fluency difficulties. Four elementary school students were identified with oral reading fluency deficits through problem validation screening. The effects of different treatment conditions were examined using brief experimental analysis, and intervention packages were created for each student. Treatment progress was monitored weekly using oral reading fluency curriculum-based measurements as well as school-wide CBM benchmarking. Summary statistics and growth rates were utilized to analyze intervention effectiveness. Results indicated that two of the four students' growth rates exceeded that of classroom peers. Strengths and limitations of the interventions as well as future research is discussed.
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: Jane M. Hunt
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 326
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Author: Amy Gilcrest Falk
Publisher:
ISBN:
Category : Oral reading
Languages : en
Pages : 134
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This study examined the impact of Read Naturally, a research-based intervention which utilizes repetitive reading, with 10 first and second grade students considered at risk or some risk in oral reading fluency (ORF) (Ihnot & Ihnot, 1996). The researcher utilized a Response to Intervention (Rtl) Model over a 4-week, 2-month, and 6-month period. Data were collected using Dynamic Indicators of Basic Early Literacy Skills (DIBELS®) and pre-and post-scores from Read Naturally (Good & Kaminski, 2002; Ihnot & Ihnot, 1996). Historical data were also used to measure the words read per minute in Group A and Group B in the pre-test. ORF data were examined to ascertain responsiveness or non-responsiveness to the intervention for each student. Collected data were used to determine whether a student had a specific learning disability (SLD). Quantitative data suggested that implementing Read Naturally over a 2-month and 6-month period increased ORF skills. Student inconsistent attendance and time over the 4-week period resulted in inconclusive data. The researcher emphasized the importance of fidelity of instruction, on-going professional development, and time for collaboration amongst educators. The researcher argued that Rtl should be used in the process of determining if a student has a SLD. She focused on early intervention utilizing a preventative model instead of the discrepancy model, or psycho-educational assessments, which focus on qualification for special education.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Given the predictive validity of early reading skills for future reading proficiency, early assessment and intervention in the primary grades are of vital importance. The stakes are particularly high for those students who are deemed "at risk" for current and future reading problems. Students who are blind and read braille may be at enhanced risk for literacy problems relating, for example, to reading speed and accuracy, or oral reading fluency (ORF) (Coppins & Barlow-Brown, 2006). However, the field of visual impairment lacks a "body of empirically-based, experimental research" to inform the development and use of interventions to address such reading challenges (Ferrell, Mason, Young, & Cooney, 2006, p. 4). The purpose of this study is to build on the limited repeated reading research that shows promise for improving ORF for students with visual impairments, targeting braille-reading students evidencing ORF-related challenges in the critical primary grades. The intervention design was informed by the Instructional Hierarchy's (Raring, Lovitt, Eaton, & Hansen, 1978) stage model of learning such that the intervention was matched to the skill-based needs of the participants (Daly & Martens, 1994). Accordingly, the intervention drew heavily on empirically validated best practices, employing curriculum based measurement (CBM) and user-friendly assessment materials to investigate the effects of a repeated reading intervention on ORF within a Response to Intervention (RTI) framework. A nonconcurrent multiple baseline design was used to investigate whether there was a functional relationship between the implementation of the repeated reading intervention and ORF and comprehension. Participants' response to the intervention was measured using assessment materials designed as High Content Overlap (HCO) passages and Low Content Overlap (LCO) passages. The study also investigated the social validity of the intervention for teachers for students with visual impairments (TVIs).
Author: Kendra Saunders
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 70
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Book Description
The project addressed the question of whether Response to Intervention (RTI) increases oral reading fluency for English language learners (EL). Four second grade and four fourth grade EL students were given a benchmark Formative Assessment System for Teachers (FAST) assessment. Students were given interventions at appropriate ability levels and given one-minute assessments six times over a three-week period. The data noted that there was an increase with oral reading fluency with seven of the eight EL students. The authors conclude that further investigation would be helpful to determine how to create greater gains for all students.
