The Effects Of A Fluency Intervention On The Oral Reading Fluency Of First Grade Students At Risk For Reading Failure
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Author | : Kavin Ming |
Publisher | : |
Total Pages | : 115 |
Release | : 2007 |
Genre | : Reading (Elementary) |
ISBN | : 9780549084440 |
This study involved 34 first grade students in an urban Florida school district. A quasi-experimental design was used for this study. While the experimental group received the intervention of 45-minute repeated reading sessions that included sight word and spelling pattern instruction in their classrooms during the designated reading block for five weeks, the comparison group continued to receive traditional reading instruction in their respective classrooms.
Author | : Mariah E. Barber |
Publisher | : |
Total Pages | : 94 |
Release | : 2015 |
Genre | : |
ISBN | : |
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 | : Crystal Y. McLean |
Publisher | : |
Total Pages | : 256 |
Release | : 2008 |
Genre | : Reading (Elementary) |
ISBN | : |
Abstract: This study examined the effectiveness of the Scott Foresman Early Reading Intervention (ERI) program and an oral reading fluency activity on the phonemic/phonological awareness (PA) and oral reading skills of five first-grade, urban, learners at risk for reading failure. The students were taught the skills in three small groups, ranging from one to two students. A multiple baseline design across students was used to investigate the effects of this instruction on the students' phoneme segmentation, letter sound, nonsense word, and oral reading fluency as measured by the AIMSweb formative assessment system. Data analyses showed gains for all students as a function of the independent variable.
Author | : |
Publisher | : |
Total Pages | : 668 |
Release | : 2009 |
Genre | : Dissertations, Academic |
ISBN | : |
Author | : Jeremy Moeller |
Publisher | : |
Total Pages | : |
Release | : 2016 |
Genre | : |
ISBN | : |
The current study used a multiple baseline, multiple probe single-case design to determine the effects of using Frequency Building to Performance Criterion (FBPC) with early reading skills (i.e., letter-sound correspondence, blending sounds into words, and repeated reading) on oral reading fluency. Teachers identified five first grade students at-risk for reading failure to participate in the research. The five students were identified by being in the lowest placement within the reading curriculum. Four students were provided with FBPC three to five times a week for a total of 30 sessions. After each session students were given novel decodable reading passages and timed for one minute. In addition, students were given weekly curriculum-based measures (CBM) grade-level reading probes. Overall, students demonstrated an increase in oral reading fluency, as measured by one minute passage reading, after the introduction of FBPC with early reading skills, demonstrating an experimental effect for teaching early reading skills to oral reading fluency. Students on average increased words read correctly per minute by 62-108% and decreased words read incorrectly per minute by 40-66% from baseline measures. Additionally, students decreased error celertation and made modest gains with correct accel data. Implications for practice and future research are discussed.
Author | : Alana Oif |
Publisher | : |
Total Pages | : 96 |
Release | : 2017 |
Genre | : African American students |
ISBN | : |
Previous reading studies have emphasized the importance of providing systematic, explicit, reading instruction for emergent readers. This study sought to determine the effectiveness of Reading RACES (RR), a computer program designed to deliver the repeated reading intervention utilizing culturally relevant passages. Specifically, this study examined the effects of RR on the oral reading fluency (ORF) and comprehension gains for first-grade learners in an urban setting and whether these gains would generalize to novel, generic passages. Five first-grade African American students at risk for reading failure were selected to participate in this study. Results indicated a functional relation between the use of RR and student gains in ORF and comprehension. All students who participated in this study demonstrated moderate to substantial gains on their ORF and comprehension on CR passages. Additionally, the data show that the reading generalized to novel passages and maintained even one month following intervention.
Author | : DeLayna Green (R.) |
Publisher | : |
Total Pages | : 124 |
Release | : 2015 |
Genre | : |
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 | : William N. Bender |
Publisher | : Corwin Press |
Total Pages | : 272 |
Release | : 2003-05-20 |
Genre | : Education |
ISBN | : 0761946586 |
This indispensable guide with built-in facilitator's guide outlines proven best practices for effective reading instruction, which are founded on current research.
Author | : Tonja M. Gallagher |
Publisher | : |
Total Pages | : 114 |
Release | : 2008 |
Genre | : |
ISBN | : |
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 (DIBELSĀ®) 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.