The Impact of Read Naturally on Oral Reading Fluency Skills for First and Second Grade Students Participating in a Response to Intervention Instructional Model PDF Download
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Author: Amy Gilcrest Falk
Publisher:
ISBN:
Category : Oral reading
Languages : en
Pages : 134
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Book Description
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: Amy Gilcrest Falk
Publisher:
ISBN:
Category : Oral reading
Languages : en
Pages : 134
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Book Description
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: Lola L. Stansfield
Publisher:
ISBN:
Category :
Languages : en
Pages : 60
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Book Description
The current investigation explored the effects of the Read Naturally® program on the reading fluency of students with disabilities in an elementary school setting. Participants were eight students with disabilities grades three through six who were screened and found ready to receive a fluency intervention. Reading fluency pre-post measures were collected. Weekly progress monitoring was carried out and data was compared to national norms as described by the 2005 Hasbrouck-Tindal Table of Oral Reading Fluency Norms. All three female participants showed a downward trend in their progress monitoring data. In contrast, all male participants showed an upward trend. All except two participants showed fluency gains between the pre and post benchmark fluency data, however, only one of the participants reached the 50th percentile norm fluency rate for their grade level. The majority of the students expressed reading satisfaction and the program was implemented with fidelity except for communication with parents. The teachers and aides also expressed satisfaction with the program. The Read Naturally® program was implemented for the minimum recommended time, therefore, sufficient gains were not made to close the gap between students with disabilities using the Read Naturally® program and students remaining in the classroom for core instruction without interventions. Future research should replicate these findings in a larger, normative sample and encourage maximum recommended time for the implementation of the Read Naturally® program.
Author: Timothy V. Rasinski
Publisher: Scholastic Inc.
ISBN: 9780439332088
Category : Education
Languages : en
Pages : 196
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Book Description
Introduces oral reading teaching methods for developing word recognition and comprehension in students.
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: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 9
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Book Description
"Read Naturally" is designed to improve reading fluency using a combination of books, audiotapes, and computer software. According to the developer's web site, this program has three main strategies: repeated reading of text for developing oral reading fluency, teacher modeling of story reading, and systematic monitoring of student progress by the students themselves and by teachers. Students work at a reading level appropriate for their achievement level, progress through the program at their own rate, and work, for the most part, on an independent basis. The program has two versions. In one, students use audiocassettes or CDs in conjunction with hard-copy reading materials. In the second version students use the "Read Naturally" computer program alone. The "Read Naturally" program is designed to increase time spent reading. The What Works Clearinghouse (WWC) reviewed 14 studies on "Read Naturally." One study of "Read Naturally" met the WWC evidence standards and one study met WWC evidence standards with reservations. The two studies included 106 students from first and second grades in two elementary schools in Arizona and Georgia. Based on these two studies, the WWC found no discernible effects in the fluency and reading comprehension domains. (Contains 14 footnotes.) [The following studies are reviewed in this intervention report: (1) Hancock, C. M. (2002). Accelerating reading trajectories: The effects of dynamic research-based instruction. "Dissertation Abstracts International," 63(06), 2139A. (UMI No. 3055690); and (2) Mesa, C. L. (2004). "Effect of Read Naturally software on reading fluency and comprehension." Unpublished master's thesis, Piedmont College, Demorest, GA.].
Author: Stacy A. Wright
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 78
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Book Description
Author: Mark R. Shinn
Publisher: Guilford Press
ISBN: 9780898622317
Category : Psychology
Languages : en
Pages : 260
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Book Description
Developed specifically to overcome problems with traditional standardized instruments, curriculum-based measurement (CBM) has steadily increased in educational use. These brief assessment probes of reading, spelling, written expression, and mathematics serve to quantify student performance as well as to enhance academic achievement. Their widening use as a means of evaluation and ultimately of instruction, has created a corresponding need to expand the applications of this methodology to diverse populations. This new volume addresses that need by focusing on the broader application of CBM, providing practical new measures, as well as detailing their use with specific student groups.
Author: Rebecca Arvans
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 148
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Book Description
Difficulty learning how to read is a risk factor for school failure, low grades, behavior problems, juvenile delinquency, truancy, unemployment, jail time, and substance abuse. Reading difficulties are common in the educational setting, afflicting anywhere from 20-40 percent of students.
Author: Sara R. Stoll
Publisher:
ISBN:
Category : Read naturally program
Languages : en
Pages : 42
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Book Description
The purpose of this study was to measure the impact the Read Naturally program had on students' reading fluency at the fifth grade level. This study was conducted with two fifth grade boys during the first eight weeks of the 2007-2008 school year. Students practiced fluency by doing repeated reading of stories at their instructional level. Data was 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 repeating readings of the same story. Students were timed again for one minute and this score was used as the posttest. The data indicated that both students who participated in this eight week study were able to increase their reading fluency rates.
Author: Heidi Anne E. Mesmer
Publisher: Guilford Publications
ISBN: 1462513611
Category : Education
Languages : en
Pages : 242
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Book Description
Accessible and teacher friendly, this book provides a blueprint for planning, delivering, and evaluating small-group interventions for struggling readers in PreK-2. It describes how to set up an efficient response-to-intervention (RTI) system that enhances any reading program already in place in a classroom, and that is fully compatible with the Common Core State Standards. Presented are dozens of easy-to-implement Tier 2 intervention activities in the areas of letter learning, decoding, and fluency, complete with reproducible goal-setting sheets and fidelity checklists. Purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2" x 11" size.
