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The Effects of a Fluency Intervention on the Oral Reading Fluency of First Grade Students At Risk for Reading Failure
Title
The Effects of a Fluency Intervention on the Oral Reading Fluency of First Grade Students At Risk for Reading Failure.
Creator
Ming, Kavin, Smiley, Lydia R., Florida Atlantic University
Abstract/Description
Reading is an essential skill necessary for academic success. However, many children experience difficulties in acquirin,g essential reading skills necessary to support and enhance other areas of learning (Nes, 2003). One major area in which students fail to attain proficiency is in the area of reading fluency (Vaughn et al., 2000). Previous research has demonstrated that repeated reading is an effective intervention for increasing fluency in elementary age readers (Keehn, 2003; Rashotte &...
Show moreReading is an essential skill necessary for academic success. However, many children experience difficulties in acquirin,g essential reading skills necessary to support and enhance other areas of learning (Nes, 2003). One major area in which students fail to attain proficiency is in the area of reading fluency (Vaughn et al., 2000). Previous research has demonstrated that repeated reading is an effective intervention for increasing fluency in elementary age readers (Keehn, 2003; Rashotte & Torgesen, 1985). However, little research has specifically addressed the impact of repeated readings on first grade students. In addition, researchers have called for investigations of additional components (sight words and phonics) on repeated reading interventions (Vaughn et al., 2000). Therefore, the purpose of this study was to examine the effectiveness of combining sight words and spelling pattern instruction with timed repeated readings on the word accuracy, words read correctly per minute and prosody of first grade students who are at risk for reading failure. An ANCOVA yielded significant effects on each of the three dependent variables, and these results demonstrated that the addition of components (sight words and spelling patterns) to timed repeated readings improved the oral reading fluency of low level readers, of which students at risk for reading failure are a part. The outcome of this study also confirmed that first grade students from low socioeconomic backgrounds can increase their oral reading fluency skills with research-based methods.
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Date Issued
2007
PURL
http://purl.flvc.org/fau/fd/FA00000681
Subject Headings
Reading (Elementary)--Ability testing, Reading comprehension, Language arts (Elementary), Literacy--Study and teaching (Elementary)
Format
Document (PDF)
Teaching Reading Comprehension Skills Using A Science Textbook In A Charter School
Title
Teaching Reading Comprehension Skills Using A Science Textbook In A Charter School.
Creator
Mikes, Lisa, Kumar, David D., Florida Atlantic University
Abstract/Description
The present experimental study examined the effects of using a science textbook for the purpose of teaching reading comprehension skills to a sample of 99 fourth grade students from four classrooms at Pembroke Pines/Florida State University Charter School in Broward County, Florida. Ninety-nine students were assessed twice in word recognition, oral reading, silent reading, spelling, and word meaning using the Diagnostic Assessment of Reading. Approximately half of the students in the sample ...
Show moreThe present experimental study examined the effects of using a science textbook for the purpose of teaching reading comprehension skills to a sample of 99 fourth grade students from four classrooms at Pembroke Pines/Florida State University Charter School in Broward County, Florida. Ninety-nine students were assessed twice in word recognition, oral reading, silent reading, spelling, and word meaning using the Diagnostic Assessment of Reading. Approximately half of the students in the sample (n=49) were in the control group with the remainder (n=50) in the experimental group. Overall there was no significant difference between the experimental and control groups based on MANOVA, which tested an optimized composite of dependent variables. Scores for all subtests for both groups increased from the pretest to the posttest, and the highest scores were for the oral reading subtest. Upon individual ANOVA, statistically significant effect for time was found for word recognition, oral reading, spelling, and word meaning subtests, but no statistically significant group effect or interaction was observed.
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Date Issued
2007
PURL
http://purl.flvc.org/fau/fd/FA00000680
Subject Headings
Reading comprehension--Study and teaching, Lesson planning, Language arts (Elementary), Motivation in education
Format
Document (PDF)
relationship between professional development and the changing reading practices of teachers in low-performing elementary schools
Title
The relationship between professional development and the changing reading practices of teachers in low-performing elementary schools.
Creator
Vaughan, Michelle., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
The purpose of this multi-case study was to identify the influence of professional development experiences on the changing reading practices of third-grade teachers in low-performing schools. Schools were chosen to participate based upon a steady increase in reading achievement scores despite failing to meet Adequate Yearly Progress (AYP) and being placed within the Corrective Action Phase of No Child Left Behind. Six teachers from 4 schools were chosen as participants based on the changing...
Show moreThe purpose of this multi-case study was to identify the influence of professional development experiences on the changing reading practices of third-grade teachers in low-performing schools. Schools were chosen to participate based upon a steady increase in reading achievement scores despite failing to meet Adequate Yearly Progress (AYP) and being placed within the Corrective Action Phase of No Child Left Behind. Six teachers from 4 schools were chosen as participants based on the changing reading practices they reported on an initial survey of 13 teachers. Interviews, observations, focus groups, and collection of archival data was completed over the course of 5 months in order to determine the influence of professional development on their reading practices. It was determined that teacher change following professional development is heavily influenced by the domain of power the directive or development is coming from. A continuum was developed to illustrate the relationship between these varying domains of power and their influence on changes made within reading practice. The changes were categorized as tending toward self-propelled or compelled changes. Teachers within this study reported higher levels of change when they were personally vested in professional development experiences and when those experiences met the immediate needs of their own personal growth or the growth of the students in their classroom.
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Date Issued
2009
PURL
http://purl.flvc.org/FAU/227978
Subject Headings
Teachers, Training of, Educational change, Language arts (Elementary), Reading, Study and teaching (Elementary)
Format
Document (PDF)
effects of the Ready for Success program in the reading achievement of second- and third-grade students
Title
The effects of the Ready for Success program in the reading achievement of second- and third-grade students.
Creator
Goldberg, Michelle L., College of Education, Department of Counselor Education
Abstract/Description
The focus of this study is on evaluating the impact of a school counselor-led program, Ready for Success (RFS) on the academic achievement of second- and third grade students. The research question investigated in this study was: How do students in grades 2 and 3 who receive the RFS classroom intervention perform on the Scholastic Reading Inventory (SRI) when compared to students in grades 2 and 3 who do not receive the RFS classroom intervention. This study is significant because it...
Show moreThe focus of this study is on evaluating the impact of a school counselor-led program, Ready for Success (RFS) on the academic achievement of second- and third grade students. The research question investigated in this study was: How do students in grades 2 and 3 who receive the RFS classroom intervention perform on the Scholastic Reading Inventory (SRI) when compared to students in grades 2 and 3 who do not receive the RFS classroom intervention. This study is significant because it addresses the need for more outcome research tying school counselor led interventions to student achievement. Research based interventions for school counselors that improve academic achievement directly address the current focus on student achievement outcomes as well as the need for accountability of school counselors. The sample for this study included 240 participants, 107 in the treatment group and 133 in the comparison group. Students were selected from all second- and third-grade classes at four schools in South Florida. There were 66 participants in the second grade; 37 were male and 29 were female. There were 174 participants in the third grade; 92 were male and 82 were female. Academic achievement was measured using a standardized, objective, state-wide assessment instrument, the Scholastic Reading Inventory (SRI). The analysis used for this study was an analysis of covariance (ANCOVA). Pretest scores on the SRI were used in the study as covariates on the dependent variable to account for group differences at pretest. The statistical analysis shows that there was no significant difference between the comparison and treatment group reading achievement levels on the SRI. Upon further review of the research a significant, confounding variable was discovered. High concentration of non-ESOL students were in the comparison group as compared to the treatment group., Further data exploration led to a discovery of variance in the fidelity of treatment, which may have also accounted for the given results. The lack of a significant finding may suggest the need for elements of the program to be adjusted particularly when considering that the two programs upon which RFS was based have been consistently shown to be effective.
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Date Issued
2009
PURL
http://purl.flvc.org/FAU/359924
Subject Headings
School improvement programs, Academic achievement, Educational tests and measurements, Reading (Elementary), Study and teaching
Format
Document (PDF)