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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)
comparison of the metacognitive knowledge about reading of fourth-grade students with and without learning disabilities taught by two methods of reading instruction in inclusion classrooms
Title
A comparison of the metacognitive knowledge about reading of fourth-grade students with and without learning disabilities taught by two methods of reading instruction in inclusion classrooms.
Creator
Bunker, Melise Rankin, Florida Atlantic University, Smiley, Lydia R.
Abstract/Description
Although metacognition is an area that has been receiving considerable research interest in recent years, few studies have been concerned with metacognitive knowledge about reading. An even fewer number of studies have included students with learning disabilities (LD) as part of the subject pool. This reality is cause for concern. Increasingly, students with LD are receiving their reading instruction in general education classrooms. Because little is known about the effects of method of...
Show moreAlthough metacognition is an area that has been receiving considerable research interest in recent years, few studies have been concerned with metacognitive knowledge about reading. An even fewer number of studies have included students with learning disabilities (LD) as part of the subject pool. This reality is cause for concern. Increasingly, students with LD are receiving their reading instruction in general education classrooms. Because little is known about the effects of method of reading instruction on students with LD in general education classrooms, the purpose of this study was to determine if there was a difference between the metacognitive awareness about reading of fourth-grade students with LD and without LD (NLD) taught by code-based (CB) and meaning-based (MB) instruction in inclusion classrooms. Further, the study was concerned with determining if there was an interaction between learning condition (LD, NLD) and instructional approach (CB, MB). A total of 88 fourth graders from seven elementary schools in a large south Florida school district participated in the study: 38 were students with LD; 50 were students without LD. Forty-five of the students received their reading instruction in CB classrooms and 43 were taught reading in MB classrooms. All students were given the silent reading section of an informal reading inventory, a metacognitive interview, and a metacognitive questionnaire. Results revealed that although there is a significant difference between the metacognitive knowledge about reading between students with and without LD, this difference did not appear to be influenced by their method of reading instruction. Students with LD consistently scored below students without LD, whether they were in code-based or in meaning-based classrooms.
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Date Issued
1997
PURL
http://purl.flvc.org/fcla/dt/12511
Subject Headings
Reading (Elementary), Inclusive education, Learning disabled children--Education
Format
Document (PDF)
elementary principal's role in promoting reading improvement
Title
The elementary principal's role in promoting reading improvement.
Creator
Hillard, Lurana Case., Florida Atlantic University, Guglielmino, Lucy M.
Abstract/Description
The primary purpose of this study was to determine if there were commonalities in the approaches of ten elementary school principals in the state of Florida identified as "success stories" in leading reading improvement in their schools in 2002 shortly after enactment of the No Child Left Behind Act at the national level and the Just Read, Florida! initiative at the state level. A secondary purpose of the study was to determine if a relationship existed between the elementary school...
Show moreThe primary purpose of this study was to determine if there were commonalities in the approaches of ten elementary school principals in the state of Florida identified as "success stories" in leading reading improvement in their schools in 2002 shortly after enactment of the No Child Left Behind Act at the national level and the Just Read, Florida! initiative at the state level. A secondary purpose of the study was to determine if a relationship existed between the elementary school principals' reported success in leading reading improvement at their schools and reported level of agreement with the Survey Form for Elementary Principals , (Hillard, 2005), the Instructional Leadership Behavior Checklist (McEwen, 1997), and the Self-Directed Learning Readiness Scale (Guglielmino, 1977/78). In a qualitative analysis of selected interview questions, five major themes emerged: Philosophical Framework, Human Resources, Programs/Strategies, Use of Data, and Use of Federal and State Initiatives and Information. The principals had initiated reading improvement before the Just Read, Florida! initiative had begun. When analyzing the Survey Form for Elementary Principals and the Instructional Leadership Behavior Checklist (McEwen, 1997), a pattern of high agreement emerged with a majority of the statements that earned average scores in the range of 4.0 to 5.0. On the Self-Directed Learning Readiness Scale (Guglielmino, 1977/78), the principals' scores were exceptionally high, comparable with those of the top entrepreneurs in the United States. The overarching conclusion of the study centers on the identification of these exemplar principals as "educational entrepreneurs" who employ innovation, teacher empowerment, shared leadership, and reliance upon data to lead reading improvement in their schools.
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Date Issued
2005
PURL
http://purl.flvc.org/fcla/dt/12156
Subject Headings
Reading (Elementary), Reading (Elementary)--Florida, Educational innovations--Florida, School improvement programs--Florida, School principals--Florida, Elementary school administration--Florida--Evaluation
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)
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)
Teaching sight words to students with mental retardation and learning disabilities: Constant time delay versus interspersal of known items
Title
Teaching sight words to students with mental retardation and learning disabilities: Constant time delay versus interspersal of known items.
Creator
Knight, Melissa Gail., Florida Atlantic University, Ross, Denise
Abstract/Description
This study compared the efficacy and efficiency of using constant time delay (CTD) with interspersal of known items (IKI) paired with an error correction technique to teach sight words to students with mild mental retardation and learning disabilities. Time delay is a technique that transfers stimulus control from a controlling prompt (a prompt that results in correct task performance) to the discriminative stimulus (stimulus presented before a response can occur) by delaying the presentation...
Show moreThis study compared the efficacy and efficiency of using constant time delay (CTD) with interspersal of known items (IKI) paired with an error correction technique to teach sight words to students with mild mental retardation and learning disabilities. Time delay is a technique that transfers stimulus control from a controlling prompt (a prompt that results in correct task performance) to the discriminative stimulus (stimulus presented before a response can occur) by delaying the presentation of the prompt after the stimulus has been presented. During the initial trial, the delay between prompt and stimulus is at 0-seconds; during all other trials the delay is fixed at 4-seconds. Interspersal of known items is a method of sequencing unknown or target words among known words. Two sessions were provided each day in the classroom, one with constant time delay technique and the other with interspersal of known items as the training technique. The parallel treatment design was used to assess the efficacy and efficiency of the two strategies. The results indicate that both techniques were effective for students with LD. Constant time delay was significantly more effective than interspersal of known items for the students with MMR. Based on both the number of minutes of instructional time and the number of sessions through criterion, the constant time delay procedure was more efficient for students with MMR. However, the interspersal of known items technique was more efficient in terms of percentage of errors and rate of correct responses for both students with MMR and LD.
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Date Issued
2001
PURL
http://purl.flvc.org/fcla/dt/12824
Subject Headings
Children with mental disabilities--Education, Learning disabled children, Reading (Elementary)--Whole-word method
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)
How Do Children's Attitudes Toward Reading Relate To Reading Practice And Reading Achievement?
Title
How Do Children's Attitudes Toward Reading Relate To Reading Practice And Reading Achievement?.
Creator
Galipault, Lorraine D., Towell, Janet, Florida Atlantic University
Abstract/Description
The purpose of this study was to investigate whether children's attitudes toward reading and their perceptions of themselves as readers impacted their academic achievement. Additionally, the study investigated the effect oftime spent reading and reading practice on student achievement. Finally, the research examined whether reading attitudes and reading practice were moderated by gender or ethnicity. Participants included 63 third-grade students in a Title I Elementary School. Students were...
Show moreThe purpose of this study was to investigate whether children's attitudes toward reading and their perceptions of themselves as readers impacted their academic achievement. Additionally, the study investigated the effect oftime spent reading and reading practice on student achievement. Finally, the research examined whether reading attitudes and reading practice were moderated by gender or ethnicity. Participants included 63 third-grade students in a Title I Elementary School. Students were administered a questionnaire to collect evidence of their reading preferences and their reading practices. In addition, students kept reading logs as a measure of what they read and how often they read. The data collected were correlated to students' reading achievement scale scores on the Florida Comprehensive Assessment Test (FCAT). The study concluded that in the overall study sample, there was a negative correlation for the reading practice item, talking about reading, and FCA T Scale Scores and a positive correlation between the reading attitude item, how well do you think you read, and FCA T Scale Scores. In the examination of the moderation effect for gender, there was a positive correlation for the reading attitude item reading is important and FCA T Scale Scores for males. The examination of the moderation effect for ethnicity indicated a negative correlation between talking about reading and FCAT Scale Scores for White students.
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Date Issued
2008
PURL
http://purl.flvc.org/fau/fd/FA00000666
Format
Document (PDF)