The Effects Of Teaching Strategies For Increasing Oral Reading Fluency On Fourth And Fifth Graders
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The Fluent Reader
| Author | : Timothy V. Rasinski |
| Publisher | : Scholastic Inc. |
| Total Pages | : 196 |
| Release | : 2003 |
| Genre | : Education |
| ISBN | : 9780439332088 |
Introduces oral reading teaching methods for developing word recognition and comprehension in students.
The Effect of the HELPS Program on the Oral Reading Fluency and Accuracy Rates of Third-, Fourth-, and Fifth-grade Students
| Author | : Susan C. Blackburn |
| Publisher | : |
| Total Pages | : 234 |
| Release | : 2014 |
| Genre | : Oral reading |
| ISBN | : |
This dissertation was designed to examine the effects of the HELPS Program (Helping Early Literacy with Practice Strategies One-on-One Program) on the oral reading fluency and accuracy rates of third-, fourth-, and fifth-grade students as compared to students who received regular classroom instruction only. The study was conducted in a school district in northwestern North Carolina. The students in this study scored below benchmark on a Reading 3D End of Year Assessment and were nonproficient on the North Carolina end-of-grade reading test. As fluency is tied to reading comprehension, it is important that students have sufficient fluency and accuracy skills to read grade-level texts. -- The study used Reading 3D Beginning of Year, Middle of Year, and End of Year Assessments as well as comments from a teacher focus group and random student interviews. Mean fluency and accuracy rates were compared between the control group and intervention group, males and females, and third through fifth graders at each assessment period throughout the year. -- A repeated measures analysis of variance (ANOVA) and Tukey's post hoc along with simple effects were used in this study. The data from these analyses revealed little difference between the mean fluency and accuracy scores of the control groups verses the intervention groups.
Reading Fluency
| Author | : Timothy Rasinski |
| Publisher | : MDPI |
| Total Pages | : 146 |
| Release | : 2021-01-21 |
| Genre | : Social Science |
| ISBN | : 3039432680 |
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.
The Effects of Intensive Reading Intervention on Fourth Through Sixth Grade Reading Fluency Through the Use of SRA Direct Instruction Curriculum and Echo Reading
| Author | : Christi Cease Allan |
| Publisher | : |
| Total Pages | : 83 |
| Release | : 2014 |
| Genre | : Phonetics |
| ISBN | : |
This study explored the impact of using the SRA direct instruction Decoding B-1 curriculum to increase students' reading fluency. Additionally, the study focused on increasing students' prosody through the use of echo reading, a form of repeated reading that used modeling to provide students a demonstration of intonation, expression and pacing through the observation of the author's syntax. The fourth through sixth grade students within the study were homogeneously grouped and received 14 weeks of intervention to determine if the intervention had an effect on oral reading fluency as well as reading comprehension. This study used pre- and post-assessments to determine if the SRA direct instruction in conjunction with the echo reading were effective teaching strategies for the fourth through sixth grade students at risk for reading failure.
The Effects of Readers Theatre on Fluency and Comprehension on Fifth Grade Students in Regular Classrooms
| Author | : Lila Ubert Carrick |
| Publisher | : |
| Total Pages | : 446 |
| Release | : 2000 |
| Genre | : Reading (Primary) |
| ISBN | : |
This study investigated the effects of Readers Theatre as a teaching strategy to promote reading ability. Readers Theatre, paired repeated reading, and the traditional method of using basal reading textbook were examined to determine their effectiveness in improving reading rate, reading word accuracy, and reading comprehension. Reading rate was calculated by multiplying number of words in the passage by 60 and divided by the number of seconds it took to read the passage. Reading accuracy was calculated by subtracting the number of miscues from the number of words in the passage. The Terra Nova Reading Test, Level 15 was used to measure comprehension. Test results were analyzed using ANCOVA with the pretest serving as the covariate. Post-hoc analysis techniques (Scheffe) were used to further examine any statistically significant main effect. A total of 179 fifth grade students involved in the project comprised ten classrooms from four different schools within the same school district. This urban, special-needs district, in which the majority of the students are considered educationally at risk, is located in central New Jersey. The procedure for this quasi-experimental study followed a pretest, intervention (12 weeks), posttest schedule. A total of 47 students formed the control group (traditional method), 76 students formed the quasi-control group (paired repeated reading), and 56 students formed the experimental group (Readers Theatre). The results of the ANCOVA showed a significant overall difference among the groups in reading rate. Further analysis using the Scheffe revealed that the experimental group (RT) outperformed both the quasi-control group (PR) and control group (TM). Additionally, the results of the ANCOVA showed a significant overall difference among the groups in word accuracy. Further analysis using the Scheffe revealed that the experimental group (RT) outperformed the control group (TM). The results of the ANCOVA showed no significant difference among the groups in reading comprehension. These results suggest that Readers Theatre does improve fluency, particularly oral reading rate and word accuracy. These gains are most likely attributed to developing automaticity, using prosodic cueing, and dramatically interacting with the text.
Fluency in the Classroom
| Author | : Melanie R. Kuhn |
| Publisher | : Guilford Press |
| Total Pages | : 216 |
| Release | : 2008 |
| Genre | : Education |
| ISBN | : |
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.
Interventions for Reading Problems, Second Edition
| Author | : Edward J. Daly |
| Publisher | : Guilford Publications |
| Total Pages | : 265 |
| Release | : 2015-01-20 |
| Genre | : Psychology |
| ISBN | : 146251927X |
This user-friendly guide has been thoroughly revised to reflect significant changes in the way schools deliver reading instruction and intervention, especially for students at risk for reading failure. Step-by-step strategies target key areas of literacy development: phonological awareness, fluency, and comprehension. Particular emphasis is placed on scientifically based practices that do not require major curricular change and can be applied with students of varying ages and ability levels. In a large-size format with lay-flat binding for ease of photocopying, the book includes 17 reproducible assessment and instructional tools. Purchasers also get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman. New to This Edition: *Chapter on multi-tiered intervention delivery, plus additional discussion in other relevant chapters. *Chapter on interventions for English learners (ELs). *Chapter on vocabulary instruction, intervention, and assessment. *Additional graphing and data-analysis tools. *Coverage of new resources available through federal supports.
