Effects Of Untimed Versus Timed Practice On Oral Reading Fluency And Recall Of Second And Third Graders With Mild Disabilities And Autism
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| Author | : Kathleen M. Heron |
| Publisher | : |
| Total Pages | : 270 |
| Release | : 2006 |
| Genre | : Developmentally disabled children |
| ISBN | : |
Abstract: The purpose of this study was to determine the effects of untimed versus timed practice on the oral reading fluency and recall of second and third graders with mild disabilities and autism. Four students enrolled in a multiage, inclusive classroom served as the participants. The intervention was conducted principally in the participants' classroom. In both conditions, the participants practiced reading a passage for three minutes, and data were collected on the number of words read correctly and incorrectly during a fourth timing. The data show a functional relation between untimed and timed practice on the number of words read correctly per minute, however, the data for the number of words read incorrectly was less evident. These findings suggest that timed practice is an effective strategy for improving oral reading fluency and recall. Further research is necessary to refine these procedures and determine the effects of these interventions on other populations.
| Author | : Sarah Letitia Moore |
| Publisher | : |
| Total Pages | : 170 |
| Release | : 2007 |
| Genre | : Students with disabilities |
| ISBN | : |
Abstract: This study examined the effects of a fluency building activity on the levels of oral reading fluency in a group of six first and second grade students with multiple disabilities. It also examined the effects of student fluency on levels of comprehension. The reading fluency activity used a combination of word practice in isolation (word flashcards), model reading (teacher reads aloud as students follow along), guided practice (students read along with teacher), and partner reading (students take turns reading) to build fluency. Students participated in the fluency activity in groups of two and were grouped according to skill level. Fluency and comprehension levels were assessed both before and after the study using the letter-word identification and reading fluency portions of the Woodcock-Johnson III Tests of Achievement (Woodcock, McGrew, & Mather, 2001). The students were assessed for levels of oral reading fluency during baseline and intervention sessions through 1-minute timed readings. The numbers of correct words the students were able to read during each 1-minute time period were tracked throughout the study. Students were assessed for comprehension through passage retells. After each 1- minute timed reading students were asked to retell what they had read. The number of words connected with the passage during the child's retell were counted and documented. The dependent variables in this study were the number of correct words read in 1- minute and the number of words students used to retell the passage. Results show that the students' rates of oral reading fluency increased with the intervention. All six students demonstrated an increase in the number of words read during the 1-minute timed readings during the intervention. Students showed improvement on their W-J-III (Woodcock et al., 2001) reading fluency posttest scores following the conclusion of the study. Results also indicate that the students' rates of comprehension increased along with their levels of reading fluency. Five out of the six students demonstrated an improvement in levels of comprehension when their levels of oral reading fluency increased.
| Author | : Marjorie Ann Semonick |
| Publisher | : |
| Total Pages | : 264 |
| Release | : 2001 |
| Genre | : |
| ISBN | : |
| Author | : Asaid Khateb |
| Publisher | : Springer |
| Total Pages | : 169 |
| Release | : 2016-05-11 |
| Genre | : Education |
| ISBN | : 331930478X |
The book is dedicated to the blessed memory of Prof. Zvia Breznitz, whose groundbreaking research has made a tremendous impact on the understanding of fluency in reading. The book presents a multidimensional perspective of recent research and reviews on fluency in reading. The first part presents recent brain-imaging findings from studies into the neurobiological basis of reading, as well as cognitive and language studies exploring the underlying factors of fluency in reading and its development. The second part comprises reviews of intervention studies that address reading ability, and in particular, fluency in reading. The book provides a unique multilingual perspective on reading research by including studies of readers of different orthographies and speakers of different languages. Both scientists exploring the different aspects of reading and language, and clinicians of reading intervention will find this book not only of great interest but extremely useful in its clear and in-depth presentation of current reading research.
| Author | : Amy Marie Keller |
| Publisher | : |
| Total Pages | : 64 |
| Release | : 2013 |
| Genre | : Action research in education |
| ISBN | : |
The purpose of this action research project was to implement repeating readings and examine their effectiveness on the reading fluency of second grade students who have specific learning disabilities. For eight weeks, reapeating reading strategies were implemented for approximately 20 minutes, three days a week. This study took place during reading class with three second grade students. The students' growth was assessed using the Standard Oral Reading Fluency Assessment Passages from the Achievement Improved Monitoring System (AIMSWeb). The Oral Reading Fluency subtest from the Wechsler Individual Achievement Test (3rd edition) and the Reading Fluency subtest from the Woodcock Johnson Tests of Achievement Revised III were also administered. These assessments were given in the winter as a baseline and again in the spring to measure the students' reading fluency growth. Data was analyzed to measure the effectiveness of using the strategy of repeated readings to increase the reading fluency rate of students with reading disabilities.
| Author | : Denise J. Miller |
| Publisher | : |
| Total Pages | : 104 |
| Release | : 2008 |
| Genre | : Read naturally program |
| ISBN | : |
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.
| 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.
| Author | : National Research Council |
| Publisher | : National Academies Press |
| Total Pages | : 587 |
| Release | : 2015-07-23 |
| Genre | : Social Science |
| ISBN | : 0309324882 |
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
| Author | : Douglas F. Osborn |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2007 |
| Genre | : Oral reading |
| ISBN | : |
The researcher measured the effectiveness of two popular supplemental reading instruction strategies, word walls and independent silent reading, in 6 second-grade classes over 12 weeks. The study involved the comparison of eight oral reading fluency growth measures (Rate, Accuracy, Fluency, Comprehension, Oral Reading Quotient--overall oral reading ability, Sight Word Efficiency, Phonemic Decoding Efficiency, and Total Word Reading Efficiency). The researcher used the individually administered Gray Oral Reading Tests (fourth edition) and the Test of Word Reading Efficiency in a pretest-intervention-posttest experimental design to obtain these measures. Although pretest and posttest comparisons of the standard scores and percentile ranks revealed no statistically significant effects for either intervention group when compared to the Control group, actual gain score grade equivalency comparisons to the anticipated gains of 3 months were statistically significant for all three groups for almost every measure. The researcher concluded that although the daily use of Word Walls and the daily use of Independent Silent Reading both appear to be effective reading instruction strategies for second grade students, other reading instruction strategies (employed by the Control group) appear to be comparably effective. All three groups experienced a remarkable gain in overall oral reading ability according to the GORT-4 Oral Reading Quotient measure. This dramatic gain over the beginning three months of second grade suggests this period may be a crucial phase of reading fluency development.
| Author | : Annette Christine DiMauro |
| Publisher | : |
| Total Pages | : 286 |
| Release | : 1998 |
| Genre | : |
| ISBN | : |
