The Impact of the Read Naturally Program on Reading Fluency and Comprehension PDF Download
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Author: Mary E. Bradley
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 112
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Book Description
Author: Mary E. Bradley
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 112
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Book Description
Author: Meghan C. Waibel
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 144
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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: Brenda Lee Ann Johnsrud
Publisher:
ISBN:
Category : Oral reading
Languages : en
Pages : 96
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Book Description
This study investigated whether or not the Read Naturally Program would have an impact on the rate of reading fluency and comprehension on three third grade boys who were reading two grade levels below their age. Results indicated success in improving the oral reading fluency of these students.
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: Stacy A. Wright
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 78
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Book Description
Author: Kristi Lynn Chase Arlt
Publisher:
ISBN:
Category : Learning disabilities
Languages : en
Pages : 130
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Book Description
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: Richard J. Morris
Publisher: Routledge
ISBN: 1135925143
Category : Education
Languages : en
Pages : 436
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Book Description
This book assembles into one volume summaries of school-based intervention research that relates to those who deal on a regular basis with the growing body of students having high-incidence learning disabilities and/or behavior disorders: special educators, school psychologists, and clinical child psychologists. Chapter authors begin with an overview of their topic followed by a brief section on historical perspectives before moving on to the main section – a critical discussion of empirically based intervention procedures. In those instances where evidence-based prescriptions can legitimately be made, authors discuss best practices and the conditions (e.g., classroom environment, teacher expertise) under which these practices are most effective. A final section deals with policy issues.
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.
