The Impact of Implementing Various Reading Strategies on Developing Oral Reading Fluency in Third Grade Students PDF Download
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Author: Ginamarie Curato
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 210
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Book Description
Author: Ginamarie Curato
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 210
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Book Description
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: Melanie R. Kuhn
Publisher: Guilford Press
ISBN:
Category : Education
Languages : en
Pages : 216
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Book Description
This timely book offers two distinct approaches to oral reading instruction that can easily be incorporated into primary-grade literacy curricula. It enables teachers to go beyond the conventional "round-robin" approach by providing strong instructional support and using challenging texts. Grounded in research and classroom experience, the book explains what works and why in helping students build comprehension along with word recognition and the expressive elements of oral reading. Specific lesson plan ideas, helpful vignettes and examples, and reproducibles make this an indispensable classroom resource. Included are chapters on fluency's role in learning to read, motivation, the home-school connection, fluency assessment, and strategies for struggling readers.
Author: Felicia Conway Sledge-Murphy
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 272
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Book Description
If DIBELS [Dynamic indicators of Basic Early Literacy Skills] oral reading fluency (ORF) is found to predict student achievement on the Integrated Louisiana Educational Assessment Program (iLEAP), then having this data is critical to identifying and meeting the needs of struggling readers. . . . The purpose of this study was to investigate the relationship between oral reading fluency and reading comprehension. Additionally, the study explored the relationship between student performance on DIBELS-ORF and its prediction of student performance in reading comprehension as measured by the iLEAP. Moreover, this study examined socioeconomic status (SES) as a factor influencing reading subscores of reading achievement. The data were obtained from 15 elementary schools (seven Title I schools and eight non-Title I schools) in a North Louisiana school district. A total of 1,094 participants were administered the . . . DIBELS diagnostic screener and the . . . iLEAP in fall 2008 and spring 2009. . . . Results showed a significant relationship between oral reading fluency and reading comprehension. Also, it was determined that DIBELS-ORF is a statistically significant predictor of student performance of iLEAP reading subscores. This study provided evidence that DIBELS-ORF is a reliable diagnostic tool that educators can use to assist in planning and implementing prescriptive interventions to address weaknesses of students with reading deficiencies. Further implications for practice as well as recommendations for future research are discussed. -Author
Author: Alaska Hults
Publisher: Creative Teaching Press
ISBN: 1591989957
Category : Education
Languages : en
Pages : 97
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Book Description
Use the activities in this book to help students develop reading fluency and increased comprehension as a result. The book includes four sections filled with reproducibles that provide fun and easy strategies to help students develop reading fluency. It also includes two sections to provide intervention for students struggling with developing reading fluency.
Author: S. Michael Putman
Publisher: SAGE Publications
ISBN: 1506307973
Category : Education
Languages : en
Pages : 289
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Book Description
Action Research: Using Strategic Inquiry to Improve Teaching and Learning is a core text for the Action Research course in Education. The proposed text seeks to address the needs of practitioners as it will be primarily written for use within a graduate level action research class. It will be oriented towards proactive planning as part of an organized, efficient process for developing and conducting an action research study. The book will be organized around implementation of the action research process using self-regulatory principles, which is characterized by four phases: task definition, goal setting and planning, enacting, and adapting. These four phases will be addressed as the learner considers what action research encompasses and a topic to be studied, then proceeds to establish a plan and enact it. This overall process is organized as can be seen in the Table of Contents. Michael Putnam and Tracy Rock will highlight methods and processes that incorporate formative data that is readily available to teachers, facilitating associations between classroom instruction and the action research process. The text will also reinforce how action research can improve the teaching and learning process by reinforcing or changing perceptions about the use of informal data, including anecdotal notes or observations, in the research process.
Author: Jay Feng
Publisher: Lulu.com
ISBN: 1300741783
Category : Education
Languages : en
Pages : 339
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Book Description
A collection of action research reports by elementary classroom teachers.
Author: Emily J. Anderson
Publisher:
ISBN:
Category : Language arts (Elementary)
Languages : en
Pages : 104
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Book Description
The purpose of this study was to determine the effectiveness of using poetry to enhance oral reading fluency in a 3rd grade classroom. During a 7-week treatement period, I implemented 1 poem per week with a group of 5 students. To study the effects of poetry as a fluency tool, a quasi-experimental, pretest-posttest experimental design was used. The Basic Reading Inventory (BRI) was used to establish baseline data and final outcomes. The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) fluency assessments were given weekly to aid in progress monitoring. Study results showed an overall growth in oral reading fluency.
Author: Denise J. Miller
Publisher:
ISBN:
Category : Read naturally program
Languages : en
Pages : 104
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Book Description
The purpose of this study was to see if implementing the Read Naturally program would impact the oral reading fluency rates of at-risk third-grade students. There were four students who participated in the study. Two were girls and two were boys who were eight or nine years old. Prior to beginning the Read Naturally program, the students were identified after taking the DORF probe and BRI. When using the Read Naturally program, data was gathered in a pre and posttest format. The students would do "cold" readings of the passages. Next students would repeat the readings at least three times and then complete "hot" readings. Both readings were timed for one minute ans the students recorded their scores on a graph. The DORF probe and BRI were given once again to the students after the eight-week period of using the Read Naturally program. All students showed significant gains in their oral fluency rates at the end of the study.
