Download or read book The Effects of Cross age Tutoring on Students Oral Reading Fluency Rates Using Repeated Reading Strategies written by Camille Bryan Hanson and published by . This book was released on 2008 with total page 37 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Cross age Tutoring in Reading on Tutees Tutors and Metacognitively trained Tutors written by David John Carberry and published by . This book was released on 2003 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Cross age Peer Tutoring on Oral Reading Fluency for Children with Suspected Or Identified Reading Disabilities written by Jennifer Geiss and published by . This book was released on 2006 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effects of Cross Age Tutoring on Second Graders Instructional Reading Level and Fluency when Matched with Fifth Graders written by Amy S. Fiedler and published by . This book was released on 2006 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this study, the effects of cross age tutoring compared with sustained silent reading were assessed in second grade students. The students in this study were in a self contained second grade classroom. The second graders participating in cross age tutoring were two above grade level readers, two at grade level readers and two below grade level readers. Each of these second graders was paired with a fifth grade student who had received some basic training in how to prompt the second grader while reading. The remaining students in the class participated in sustained silent reading for the same twenty four week period. All of the students' reading fluency and word reading abilities were assessed both before and after the duration of their particular reading activity. The cross age tutoring lasted for a twenty four week period during which the students were observed and anecdotal notes were taken. Results of the pre and post assessments showed that overall, both sustained silent reading as well as cross age tutoring increased student reading abilities when assessed with the Frye Oral Reading Test for fluency as well as the San Diego Quick leveled word list assessment. Cross age tutoring and sustained· silent reading may also have benefits in students' affective attitudes toward reading, causing them to view it as a positive activity.
Download or read book Improving Oral Reading Fluency of First and Second grade Students written by Tricia R. Page and published by . This book was released on 1997 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Repeated Reading with Cross age Tutors written by Gail L. Kiefer and published by . This book was released on 1995 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Cross age Tutoring in Reading written by Leanne Hughes Hilger and published by . This book was released on 2000 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reading with Ease written by Ann Van Wig and published by . This book was released on 2016 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative, quasi-experimental study was to investigate the impact of a repeated reading fluency intervention focused on prosody, counterbalanced with an intervention focused on reading strategies. Both of these interventions were designed to promote feelings of achievement through participation in activities intended to promote reading success. Seventeen eighth grade students identified as requiring reading intervention were divided into A-Day and B-Day classes. All 17 students received the interventions but in alternating seven-week phases. The repeated reading fluency intervention employed recording and reflecting of children’s books as students metacognitively reflected upon the fluency components of rate, accuracy, and prosody. The study compared the results between A-Day and B-Day students using a repeated measures design using ANOVA. The repeated measures fluency intervention examined outcomes on measures of the Gray Oral Reading Test-Fifth Edition raw scores of rate and accuracy, the Comprehensive Oral Reading Fluency Scale that measured rate, accuracy, and prosody, and Multidimensional Fluency Scale that measured prosody. In addition, students responded to questions regarding perceptions of reading ability and behaviors using the Impression of My Reading survey. Results suggested the fluency intervention focused on prosody was effective in improving prosodic ability, but inconclusive on the improvements on the fluency components of rate and accuracy. Results also indicated students had improved perceptions of their reading ability and behaviors after participation in reading interventions designed to promote student reading success. Future research recommendations include extension of reading material to include graphic novels and to incorporate writing and subsequent reading of student created stories, plays, and poems.
Download or read book The Effect of Cross age Tutoring on the Tutor s Self esteem and Reading Fluency written by Catherine McDonough Cominsky and published by . This book was released on 2003 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reciprocal Peer Tutoring Using Repeated Reading written by Maria Oddo and published by . This book was released on 2007 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the effects of small group peer-mediated repeated reading practice on reading fluency and comprehension for students at risk for reading failure. Previous research has investigated the efficacy of peer-mediated repeated reading interventions carried out by student dyads. This research extends the existing research by further investigating the impact of repeated reading on oral reading fluency and comprehension when carried out in a small group format with students in a fourth grade classroom. Results indicated that repeated reading practice in a small group format was effective in improving levels of reading fluency and reading comprehension skills of four targeted students, but there did not appear to be enough data to interpret trend (Christ, 2006). Evidence also indicated immediate class-wide changes in fluency and comprehension but these effects were diminished in follow-up. Acceptability ratings showed that the format was easy to implement and acceptable to stakeholders.
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 Cross age Tutoring on the Oral Fluency of the Language Minority Student written by Joan Elizabeth Wilson and published by . This book was released on 1993 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Repeated Reading Strategy On Oral Reading Fluency and Reading Comprehension of Middle School Students written by Daryl Rose Armstrong-Coppins and published by . This book was released on 2013 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book The Effects of Oral Repeated Readings on the Fluency and Comprehension Skills of Urban Elementary aged Students written by Amanda L. Yurick and published by . This book was released on 2003 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This study examined the effects of repeated reading practice on oral reading fluency and comprehension skills of elementary-aged students. Eight fifth-grade students, determined to be reading below grade level, and recognized by the classroom teacher as needing additional reading instruction participated in the study. A multiple baseline across subjects experimental design was used, with an initial baseline period of ten sessions. Participants entered the intervention in pairs according to similar reading levels. During each repeated reading session student pairs orally read, alternating paragraphs, to one another for a practice period of ten minutes. Students used a specified correction procedure when miscues occurred during the practice period. Following practice, each student participated in a one-minute timed trial, which was scored by the researcher for number of words read per minute and number of miscues committed by the reader. A cloze procedure comprehension assessment was done when the student reached the fluency criterion (one hundred eighty words read per minute). The dependent variables in this study were number of words read in one minute, number of miscues committed, and number of comprehension questions answered correctly. Results indicate that students' oral reading fluency improved with practice, miscues decreased with practice, and comprehension skills significantly improved overall. No word recognition skill gains were observed.
Download or read book Effects of Cross age Tutoring in Reading with At risk First and Second grade Students written by April Larke Lanier and published by . This book was released on 2013 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This evaluation was conducted to examine the effects cross-age tutoring in reading had on first-and second-grade academically at-risk students being tutored by fourth-and fifth-grade students"--Leaf iii.
Download or read book The Effects of Hypothesis test and Fluency Training Cross aged Tutoring and Small Group Instruction on Reading Skills written by Paul Thomas Sindelar and published by . This book was released on 1977 with total page 428 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The impact of a cross age tutoring program employing whole language strategies on student reading achievement and attitude written by Margaret Everett and published by . This book was released on 1990 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt:
