Download or read book Effect on Reading Fluency of Struggling Third Grade Students written by Corey Martin and published by . This book was released on 2014 with total page 27 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research study examined two intervention programs, Read Naturally (computer-assisted) and The Six-Minute Solution (teacher-guided), for the purpose of finding their effects on reading fluency with 3rd grade students at an elementary school. The participants were from two separate third grade classrooms, randomly assigned to one of the two intervention programs. There were five participants in the Read Naturally program and four participants in The Six-Minute Solution program. Fluency, the word correct per minute (WCPM), was based on assessments through AIMSweb R-CBM fluency probes. The data was analyzed to determine which program has a greater effect on fluency. Results from posttest scores indicated that after four weeks of intervention, there was an increase in fluency in both programs. However, the Read Naturally program showed a significantly higher rate of WCPM (words correct per minute). Results show that repeated reading programs help increase reading fluency. Educators need to see the significance in repeated reading programs and the positive effect it can have on increasing reading fluency. A sample lesson plan is appended.
Download or read book The Fluent Reader written by Timothy V. Rasinski and published by Scholastic Inc.. This book was released on 2003 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: Introduces oral reading teaching methods for developing word recognition and comprehension in students.
Download or read book Reading Fluency written by Timothy Rasinski and published by MDPI. This book was released on 2021-01-21 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book The Effects of Read Naturally and Reading Plus on the Reading Fluency and Comprehension of Third Grade Students Scoring Basic on State and District Testing written by Karis Anne Simonds and published by . This book was released on 2009 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students struggling with reading fluency and comprehension face endless challenges among all academic areas and tend to score low on state and district testing. The purpose of this study was to identify whether or not two supplemental reading interventions promote success for struggling readers. The researcher conducted a mixed method of quantitative and qualitative data allowing for a multidata-multianalysis to determine the effects of Read Naturally (Ihnot, Mastoff, Gavin, & Hendrickson, 2001) and Reading Plus (Taylor Associates, 1994) on the reading fluency and comprehension of three third grade students scoring basic on state and district testing. Results indicate variations among the three participants, including growth and regression. The results reveal components of each program met differing needs of each participant, thus educators must ascertain appropriate interventions for individual students. As educators and students continue to recognize the importance of reading fluently and comprehending text in order to thrive in all academic areas and on state and district testing, it becomes critical for the identification of proper reading programs and their implementation within the general education classroom. The researcher hopes the implementation of such programs will reduce the number of special education referrals for struggling readers. Future research should be conducted to elaborate on effects of reading interventions across more grade levels, on more students with varying qualifying disabilities and students placed solely in general education, and on state and district assessment results. KEYWORDS: comprehension, reading fluency, Read Naturally, Reading Plus
Download or read book Beginning to Read written by Marilyn Jager Adams and published by MIT Press. This book was released on 1994-02-03 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Beginning to Read reconciles the debate that has divided theorists for decades over what is the "right" way to help children learn to read. Beginning to Read reconciles the debate that has divided theorists for decades over the "right" way to help children learn to read. Drawing on a rich array of research on the nature and development of reading proficiency, Adams shows educators that they need not remain trapped in the phonics versus teaching-for-meaning dilemma. She proposes that phonics can work together with the whole language approach to teaching reading and provides an integrated treatment of the knowledge and process involved in skillful reading, the issues surrounding their acquisition, and the implications for reading instruction. A Bradford Book
Download or read book Increasing Fluency in Struggling Readers Through Newspaper Reading written by Kimberly Bonice Koch and published by . This book was released on 2007 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: The focus on this study was on improving the oral reading fluency of third grade students who struggle in reading. One third grade teacher and six of her students participated in this 4 week study that examined the effect on fluency of newspaper reading and various constructive reading and engagement activites. These six students were assigned to an Optimal Learning Model pull-out fluency instruction using the newspaper as text. Results from the Developmental Reading Assessment instrument reveal significantly improved effects in the number if miscues, correct words per minute, and prosody for the six students. From the results, it is evident that struggling readers benefit from high-quality fluency instruction.
Download or read book Guided Reading written by Irene C. Fountas and published by Heinemann Publishing. This book was released on 1996 with total page 428 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is the richest, most comprehensive guided reading resource available today and the first systematic offering of instructional support for guided reading adherents.
Download or read book Effects Of Two Fluency Methods On The Reading Performance Of Secondary Students written by and published by . This book was released on 2005 with total page 428 pages. Available in PDF, EPUB and Kindle. Book excerpt: One predominant hallmark of older struggling readers is their failure to gain reading fluency on instructional and grade-level texts. Students who fail to achieve reading fluency experience multiple negative consequences that affect their academic and social growth, options, and success. Although considerable amounts of research on reading fluency interventions have been conducted with younger developing and struggling readers, little is known about the effects of such interventions on the reading skills of high school students. A single subject across participants design was employed to measure the effectiveness of two, easy-to-implement, reading fluency interventions on the reading fluency and comprehension of 18 high school students with learning disabilities (LD) who read between the first- and sixth-grade levels. A two-way ANOVA was also used to determine the impact of two interventions and initial reading level on the reading fluency and comprehension as measured by the Gray Oral Reading Test -4, the Test of Word Reading Efficiency, and the Test of Silent Word Reading Fluency. Results suggested that participants whose initial reading skills fell between the first- and third-grade levels made fewer gains in reading fluency and comprehension of connected text during intervention than participants who entered intervention reading between the fourth- through sixth-grade levels. Limitations and implications for future research are discussed.
Download or read book The Effect of Fluency based Activities on the Oral Reading Fluency of Third Grade Students written by Karen H. Danmyer and published by . This book was released on 2008 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Put Reading First the Research Building Blocks for Teaching Children to Read written by Bonnie B. Armbruster and published by DIANE Publishing. This book was released on 2010-11 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Listening to Text Prior to Reading on Third Grade Reading Fluency written by Nathan A. Frangella and published by . This book was released on 2010 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if the implementation of listening to text prior to reading would increase the reading fluency rates of Third Grade students. Subjects listened to their assigned text in small groups prior to reading five days a week for a nine-week period. The text was at an average third grade reading level. Subjects were divided in two groups: the treatment group, which consisted of six Third Grade students and the comparison group, which consisted of four Third Grade students. The treatment group received the reading intervention and the comparison group did not receive the intervention.Subjects were given two reading fluency tests as pre test and posttest. The posttest scores of treatment group were compared to the posttest scores of a comparison group. Bi-monthly running records provided fluency scores as the treatment was being administered. The assessments were triangulated by the sue of an anecdotal log. The results of this study indicated a steady increase in students reading fluency growth during the treatment period.
Download or read book Preventing Reading Difficulties in Young Children written by National Research Council and published by National Academies Press. This book was released on 1998-07-22 with total page 449 pages. Available in PDF, EPUB and Kindle. Book excerpt: While most children learn to read fairly well, there remain many young Americans whose futures are imperiled because they do not read well enough to meet the demands of our competitive, technology-driven society. This book explores the problem within the context of social, historical, cultural, and biological factors. Recommendations address the identification of groups of children at risk, effective instruction for the preschool and early grades, effective approaches to dialects and bilingualism, the importance of these findings for the professional development of teachers, and gaps that remain in our understanding of how children learn to read. Implications for parents, teachers, schools, communities, the media, and government at all levels are discussed. The book examines the epidemiology of reading problems and introduces the concepts used by experts in the field. In a clear and readable narrative, word identification, comprehension, and other processes in normal reading development are discussed. Against the background of normal progress, Preventing Reading Difficulties in Young Children examines factors that put children at risk of poor reading. It explores in detail how literacy can be fostered from birth through kindergarten and the primary grades, including evaluation of philosophies, systems, and materials commonly used to teach reading.
Download or read book The Effect of Prosody Instruction on Reading Fluency and Comprehension Among Third grade Students written by Tammy B Overstreet and published by . This book was released on 2014 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Megabook of Fluency written by Timothy V. Rasinski and published by Scholastic Professional. This book was released on 2018-04-18 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: All the latest research on fluency plus dozens of practical lessons and ready-to-use fluency-priming tools, including partner poems, word ladders, and more!
Download or read book Report of the National Reading Panel written by National Reading Panel (U.S.) and published by . This book was released on 2000 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Windows Into the Classroom written by Claudia A. Gentile and published by Center. This book was released on 1995 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on a survey conducted in 1992 by the National Assessment of Educational Progress (NAEP), a study examined the types of writing students performed in school, the quality of their classroom writing, and the relationship between their classroom writing and their performance on the NAEP writing assessment. A nationally representative subgroup of more than 3,000 fourth and eighth graders who participated in the 1992 NAEP writing assessment submitted three pieces of writing that represented their best writing efforts and reflected different kinds of writing (narrative, informative, persuasive). Students were asked to give special preference to pieces developed using writing process strategies such as pre-writing activities, consulting with others about writing, and revising successive drafts. Teachers completed a brief questionnaire and students wrote a letter explaining their selections. Each student portfolio underwent a 3-part analysis. Major findings included: (1) most students submitted narrative and/or informative writing; (2) at fourth grade, most of the informative papers were brief and undeveloped; (3) most of the fourth-grade informative writing was at a basic level; (4) the majority of papers showed evidence that their writers had employed process strategies; (5) students who spent more time on writing performed better on their portfolio writing; and (6) generally, the correlation between assessment and portfolio ratings was low for narrative and informative writing for both grades. Contains 32 tables and 9 figures of data. A summary of state writing assessment programs, a 100-item annotated bibliography, a procedural appendix, administration materials, and examples of students' writing are attached.) (RS)
Download or read book The Effects of Paired Reading on the Reading Fluency and Attitude of At risk Third Graders written by Elizabeth A. Stewart and published by . This book was released on 2007 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to research the effects of using paired reading at home on the reading fluency and attitude toward reading of at-risk third grade students. After attending a training session with the researcher at Taylor Elementary School in Cedar Rapids, Iowa, six third graders and their parents were asked to implement the paired reading strategy at home for at least fifteen minutes four days a week for six weeks during the Fall trimester of the 2007-2008 school year. The Dynamic Indicators of Basic Early Literacy Skills Assessment (DIBELS), DIBELS Probes, and the Basic Reading Inventory were used as pretests and posttests. Students and parents were given surveys at the beginning and the end of the treatment period to measure changes in perceptions and attitudes. Findings indicated participation in paired reading at home improved student achievement in reading fluency and various aspects of perception and attitude toward reading in both parents and students.
