The Effects Of Repeated Reading Instruction And Self Monitoring On Recall Of Text By Middle School Students With Severe Behavior Handicaps
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The Relative Effects of Repeated Reading, Wide Reading, and a Typical Instruction Comparison Group on the Comprehension, Fluency, and Word Reading of Adolescents with Reading Disabilities
| Author | : Jade Wexler |
| Publisher | : |
| Total Pages | : 280 |
| Release | : 2007 |
| Genre | : Learning disabled teenagers |
| ISBN | : |
This experimental study was conducted to examine the relative effectiveness of a Repeated Reading (RR) and Wide Reading (WR) intervention when compared to typical instruction on secondary struggling readers' comprehension, fluency, and word reading. The sample consisted of a total of 96 students (9th through 12th grade) ranging in age from 13-17 in special education reading and English classrooms. Participants included students with learning disabilities (LD), dyslexia, or students selected as students with significant reading difficulties. The investigator paired students on variables of interest (i.e., reading level) within classes and then randomly assigned pairs to one of three groups: repeated reading (N=33), wide reading (N=34), or typical instruction (N=29). Tutors, trained by the investigator, monitored students as they worked in pairs in each treatment condition. Intervention was provided daily for approximately 15-20 minutes for 10 weeks. Treatment effects for each outcome measure were estimated using analysis of covariance (ANCOVA). Results indicate no overall statistically significant differences for any condition. Effects ranged from -.81 to .28 usually hovering around no effect or favoring the C condition over the treatment conditions or favoring the RR condition over the WR condition. Five separate ANCOVAs were conducted using the following dependent variables with each pretest score used as a covariate: (1) Woodcock Johnson Tests of Achievement III (WJIII) Passage Comprehension subtest (RR vs. C = -.10; WR vs. C = -.20; RR vs. WR= .10); (2) Test of Silent Reading Fluency (TOSRE) (RR vs. C =.-31; WR vs. C = -.81; RR vs. WR= .10); (3) Woodcock Johnson Tests of Achievement III (WJIII) Letter-Word Identification subtest (RR vs. C = -.05; WR vs. C = -.11; RR vs. WR = .06); (4) AIMSWeb Oral Reading Fluency System (RR vs. C = -.08; WR vs. C = -.26; RR vs. WR= .18); and (5) Test of Silent Contextual Reading Fluency (RR vs. C =.28; WR vs. C = -.01; RR vs. WR= .28). Results indicate that neither RR nor WR should be implemented for secondary readers with significant reading difficulties and more research into ways to make fluency instruction more explicit and instructional for these students is warranted.
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 Repeated Reading Strategy On Oral Reading Fluency and Reading Comprehension of Middle School Students
| Author | : Daryl Rose Armstrong-Coppins |
| Publisher | : |
| Total Pages | : 122 |
| Release | : 2013 |
| Genre | : Reading |
| ISBN | : |
The purpose of this action project was to explore the effect repeated reading strategy has on oral reading fluency and reading comprehension of middle school students. The repeated reading strategy supplemented the reading instruction of middle school students in a parental choice school. The 5-phase study included school and parental approval, student interest interview and teacher questionnaire; the administration of the Qualitative Reading Inventory - 5th edition for pre-test and post-test; repeated reading strategy training and intervention strategy implementation. Students paired together and trained on the intervention process received fluency-comprehension instruction 60 to 90 minutes twice a week. Growth was determined from the Pre-test and Post-test. The findings concluded an overall effect of the repeated reading strategy on fluency and comprehension of middle school students.
Evidence-based Reading Instruction
| Author | : International Reading Association |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2002 |
| Genre | : Education, Primary |
| ISBN | : 9780872074606 |
The Reading First legislation, part of the No Child Left Behind Act of 2001, labels these topics the "five essential components" of reading instruction, and programs funded by Reading First must include these elements. Each state will receive funds that are proportional to the number and percentage of children living in poverty and then host competitions to determine how the funds will be distributed among the districts and schools. In order to aid educators in implementing these components in the early grades, the International Reading Association has assembled Evidence-Based Reading Instruction: Putting the National Reading Panel Report Into Practice, a timely and helpful compilation of articles from its journal The Reading Teacher. The first five sections are grouped according to the five essential components. Each section offers a summary and discussion of the NRP findings, and presents several articles from The Reading Teacher that provide concrete descriptions of the recommended practices. The final section includes articles that employ practices from two or more of the essential components, and the appendixes contain the Association's position statement What Is Evidence-Based Reading Instruction? and a useful list of Association resources cited in the NRP Report. This compilation will help educators implement practices consistent with scientifically based reading research, but more important, it will help teachers make every child a reader.
The Effect of Repeated Reading with Middle School Students with Visual Impairments
| Author | : Lisa Serino |
| Publisher | : |
| Total Pages | : 258 |
| Release | : 2007 |
| Genre | : |
| ISBN | : |
ABSTRACT This study investigated the effect of repeated reading on the reading achievement of middleschool students with visual impairments. Using a matched subject research design, two pairs of students were matched on the following variables: reading level, reading medium and the presence or absence of additional disabilities. One student from each matched pair was randomly selected for the repeated reading intervention. The corresponding student in the pair was assigned to the control group. The repeated reading method used in this study required the student to reread a passage three times. The nonrepetitive method required the student to read a wide variety of young adult literature without any rereading of the text. The amount of time engaged in reading remained equivalent for the students in the matched pairs. The students were administered a preand posttest and the repeated reading intervention was conducted over a five week period. The mean differences in reading rate, correctly read words and comprehension were compared to determine if repeated reading was more effective than wide reading in improving reading fluency and comprehension. In addition, the study investigated if the gains in fluency using repeated reading generalized to new text. The results of the study indicated that there was not a significant difference between repeated reading and wide reading on reading rate, correctly read words or comprehension. In addition, the students who participated in the repeated reading showed a gain in fluency when rereading the same passage; however the gains in fluency were not transferred to new text. Repeated reading was not more effective than an equivalent amount of wide reading for improving fluency.
