You are here

FAU Collections » FAU Research Repository » FAU Theses and Dissertations

impact of fluency intervention on the oral reading and fluency comprehension of middle school students with learning disabilities

Download pdf | Full Screen View

Date Issued:
2012
Summary:
Proficient reading is a necessary skill for a quality life. While educators would like to believe that most students master the art of reading and can understand what they read, national reports indicate that learning to read and becoming a skilled reader is not mastered by all (No Child Left Behind Act, 2001 ; NICHD, 2000a). One component of successful reading is the ability to read a text with appropriate speed, accuracy, and prosody. The National Assessment of Educational Progress (Pinnell et al., 1995) reported that 44% of the nation's fourth grade students were not able to read at an acceptable level of fluency that was considered necessary for comprehension. Since the publication of that report, research has shown that with direct instruction and remediation of fluency, students in the elementary grades can increase their reading rate. One of the most common fluency intervention techniques is repeated readings (Samuels,1979). However, most of the studies completed include ele mentary students and were focused on increasing their reading rate. Some students are arriving at the secondary level with reading problems which include fluency and comprehension. Therefore, the purpose of this study was to determine the effect of repeated readings on the rate, accuracy, and comprehension of students with disabilities at the secondary level. This study involved a total of 35 students with learning disabilities in grades 6-9. A quasi-experimental design was used for this study. The treatment group received a total of 20 sessions of repeated reading with immediate feedback., goal setting, and independent practice with graphing of reading rate. The comparison group continued their reading instruction with no fluency intervention.The results indicate that this combination of repeated readings had a significant influence on reading rate only.
Title: The impact of fluency intervention on the oral reading and fluency comprehension of middle school students with learning disabilities.
4213 views
4083 downloads
Name(s): Russell, Janice M.
College of Education
Department of Exceptional Student Education
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Date Issued: 2012
Publisher: Florida Atlantic University
Physical Form: electronic
Extent: x, 104 p. : ill. (some col.)
Language(s): English
Summary: Proficient reading is a necessary skill for a quality life. While educators would like to believe that most students master the art of reading and can understand what they read, national reports indicate that learning to read and becoming a skilled reader is not mastered by all (No Child Left Behind Act, 2001 ; NICHD, 2000a). One component of successful reading is the ability to read a text with appropriate speed, accuracy, and prosody. The National Assessment of Educational Progress (Pinnell et al., 1995) reported that 44% of the nation's fourth grade students were not able to read at an acceptable level of fluency that was considered necessary for comprehension. Since the publication of that report, research has shown that with direct instruction and remediation of fluency, students in the elementary grades can increase their reading rate. One of the most common fluency intervention techniques is repeated readings (Samuels,1979). However, most of the studies completed include ele mentary students and were focused on increasing their reading rate. Some students are arriving at the secondary level with reading problems which include fluency and comprehension. Therefore, the purpose of this study was to determine the effect of repeated readings on the rate, accuracy, and comprehension of students with disabilities at the secondary level. This study involved a total of 35 students with learning disabilities in grades 6-9. A quasi-experimental design was used for this study. The treatment group received a total of 20 sessions of repeated reading with immediate feedback., goal setting, and independent practice with graphing of reading rate. The comparison group continued their reading instruction with no fluency intervention.The results indicate that this combination of repeated readings had a significant influence on reading rate only.
Summary: The other two variables, accuracy and comprehension, did not improve significantly in the treatment group when compared to the comparison group.
Identifier: 810330123 (oclc), 3352833 (digitool), FADT3352833 (IID), fau:3911 (fedora)
Note(s): by Janice M. Russell.
Thesis (D.Ed.)--Florida Atlantic University, 2012.
Includes bibliography.
Electronic reproduction. Boca Raton, Fla., 2012. Mode of access: World Wide Web.
Subject(s): Reading (Middle school) -- Remedial teaching
Learning disabled children -- Education
Reading comprehension
Language arts (Middle school)
Content area reading -- Study and teaching (Secondary)
Persistent Link to This Record: http://purl.flvc.org/FAU/3352833
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU