The Effects Of A Computer Assisted And Culturally Relevant Repeated Reading Intervention On The Oral Reading Fluency Of Second Grade Students At Risk
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| Author | : Jessica Gittings Bennett |
| Publisher | : |
| Total Pages | : |
| Release | : 2014 |
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Results indicate that after 7-13 weeks the packaged intervention was effective on increasing the oral reading fluency and comprehension of practiced culturally relevant passages for all participants. The intervention was also effective on increasing the oral reading fluency and comprehension on six of the participants on novel AIMSweb passages. These findings extend the research base supporting the use of repeated readings for second-grade students via computer-assisted instruction to supplement instruction. Further, the findings suggest that skill acquisition and generalization might be promoted by the use of culturally relevant materials. Limitations, directions for future research, and implications for practice are offered.
| Author | : Mariah E. Barber |
| Publisher | : |
| Total Pages | : 94 |
| Release | : 2015 |
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Results indicate that after 7-11 weeks of intervention, the participants had increased their ORF and comprehension of novel and practiced CR passages. The intervention was also effective for increasing ORF and comprehension scores for novel AIMSweb passages, but to a lesser extent than observed for CR passages. These finding extend the research supporting the usage of Repeated readings for first grade ELL students using computer-assisted instruction to supplement reading instruction. Limitations, directions for future research, and implications for practice are also offered.
| Author | : DeLayna Green (R.) |
| Publisher | : |
| Total Pages | : 124 |
| Release | : 2015 |
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| ISBN | : |
The intervention was also effective for increasing the oral reading fluency and comprehension on all 4 of the participants on novel AIMSweb passages. These findings add to the research base supporting the use of repeated readings for first-grade students via computer-assisted instruction to supplement instruction. Further, the findings suggest that skill acquisition and generalization might be promoted by the use of culturally relevant materials. Limitations, directions for future research, and implications for practice are offered.
| Author | : Starr E. Keyes |
| Publisher | : |
| Total Pages | : 222 |
| Release | : 2010 |
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| ISBN | : |
Abstract: This study examined the effectiveness of a computer-assisted reading program, Read Naturally (RN), on the oral reading fluency (ORF), comprehension, and generalization of second graders who were at risk for reading failure. Six students received the intervention (RN) three to four times a week for approximately 7 to 12 weeks. All six students were trained to use the RN program, and were able to advance through the sequence of instructional activities with little to no assistance. The instructional sequence included: key words, cold timing, read along, practice reading, a comprehension quiz, pass timing, and word retell.
| Author | : Margaret Carol Bush |
| Publisher | : |
| Total Pages | : 176 |
| Release | : 2014 |
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An important reading skill that is often overlooked by educators is reading fluency. There is a paucity of studies that have investigated computer programs that address this and other critical reading skills. Reading AssistantTM is a form of computer assisted instruction that uses speech recognition technology and research supported strategies to target reading fluency, vocabulary, and comprehension. The purpose of the present study was to examine the effects of Reading AssistantTM on the oral reading fluency and comprehension skills of second through third grade students considered at risk for reading failure. A total of eight participants were involved in this study across a 6- to 8-week intervention period. In order to evaluate the impact of Reading AssistantTM, a multiple baseline across participants design was used. Multiple sources of data were collected to determine the overall effectiveness of the Reading AssistantTM computer program. Data for reading fluency was collected using AIMSweb reading curriculum based measurement (CBM) probes while data for reading comprehension was collected using AIMSweb maze CBM probes. The effect of the Reading AssistantTM computer program was also evaluated by determining the rate of improvement (ROI) as well as by calculating the percentage of non-overlapping data points (PND). The results of this study suggest that Reading AssistantTM may have been somewhat effective for improving the oral reading fluency and reading comprehension skills, but only for some of the participants. The effect size data do not provide a convincing demonstration that Reading AssistantTM had a substantial impact on the majority of struggling readers involved in this study. Further research is needed to establish the effectiveness of Reading AssistantTM as an intervention for reading fluency.
| Author | : Maria S. Martinez |
| Publisher | : |
| Total Pages | : 186 |
| Release | : 2008 |
| Genre | : African American boys |
| ISBN | : |
Abstract: This study used a multiple baseline across students design to examine the effects on fluency rate and comprehension of six African American adolescent males. The participants were between the ages of 12 and 15 years, referred by their teacher/administrator as being "at risk" for reading problems. The repeated readings intervention involved vocabulary instruction, model reading, systematic error correction, and performance feedback. Culturally/gender relevant materials were used in the intervention. Results from this study support the effectiveness of repeated readings to increase the reading fluency for all six participants, however, a functional relationship between the intervention and the improvement in the students' ORF scores was only supported by five of the six participants. There were no substantial improvements in the comprehension skills of the participants.
| Author | : Amy Danielle Glazer |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2007 |
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| Author | : Sharlese Louise James |
| Publisher | : |
| Total Pages | : |
| Release | : 2014 |
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This study examined the effectiveness of Headsprout Early Reading to augment fluency abilities for second grade students in an urban public school system. Headsprout, a Computer-Assisted Instruction program (CAI), provided internet-based reading instruction based on the National Reading Panel's recommendations. All second grade students were assessed to determine who would use the program. Second grade students who participated in Headsprout sessions were compared with second grade students who did not use Headsprout. All participants were assessed again at the end of the study.Analysis of the students' gains was conducted using a Repeated Measures Analysis of Variance (R-ANOVA). It revealed that the participants showed more growth from their entry benchmark and exit benchmark scores than from their entry benchmark and mid-entry benchmark scores. Results of a Regression-Discontinuity Data design approach analysis showed an observable "discontinuity" between the mean averages for the treatment group and control group. Overall, results were more significant for those studentswho had participated in the program.
| Author | : Amy Gilcrest Falk |
| Publisher | : |
| Total Pages | : 134 |
| Release | : 2008 |
| Genre | : Oral reading |
| ISBN | : |
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 | : Susan B. Neuman |
| Publisher | : Brookes Publishing Company |
| Total Pages | : 388 |
| Release | : 2008 |
| Genre | : Education |
| ISBN | : |
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