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The Impact Of Implementing Various Reading Strategies On Developing Oral Reading Fluency In Third Grade Students
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Book Synopsis The Impact of Implementing Various Reading Strategies on Developing Oral Reading Fluency in Third Grade Students by : Ginamarie Curato
Download or read book The Impact of Implementing Various Reading Strategies on Developing Oral Reading Fluency in Third Grade Students written by Ginamarie Curato and published by . This book was released on 2006 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Fluent Reader by : Timothy V. Rasinski
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.
Book Synopsis Reading Fluency by : Timothy Rasinski
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.
Book Synopsis Fluency in the Classroom by : Melanie R. Kuhn
Download or read book Fluency in the Classroom written by Melanie R. Kuhn and published by Guilford Press. This book was released on 2008 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: This timely book offers two distinct approaches to oral reading instruction that can easily be incorporated into primary-grade literacy curricula. It enables teachers to go beyond the conventional "round-robin" approach by providing strong instructional support and using challenging texts. Grounded in research and classroom experience, the book explains what works and why in helping students build comprehension along with word recognition and the expressive elements of oral reading. Specific lesson plan ideas, helpful vignettes and examples, and reproducibles make this an indispensable classroom resource. Included are chapters on fluency's role in learning to read, motivation, the home-school connection, fluency assessment, and strategies for struggling readers.
Book Synopsis The Relationship Between Oral Reading Fluency and Reading Comprehension for Third Grade Students in a Rural Louisiana School District by : Felicia Conway Sledge-Murphy
Download or read book The Relationship Between Oral Reading Fluency and Reading Comprehension for Third Grade Students in a Rural Louisiana School District written by Felicia Conway Sledge-Murphy and published by . This book was released on 2011 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: If DIBELS [Dynamic indicators of Basic Early Literacy Skills] oral reading fluency (ORF) is found to predict student achievement on the Integrated Louisiana Educational Assessment Program (iLEAP), then having this data is critical to identifying and meeting the needs of struggling readers. . . . The purpose of this study was to investigate the relationship between oral reading fluency and reading comprehension. Additionally, the study explored the relationship between student performance on DIBELS-ORF and its prediction of student performance in reading comprehension as measured by the iLEAP. Moreover, this study examined socioeconomic status (SES) as a factor influencing reading subscores of reading achievement. The data were obtained from 15 elementary schools (seven Title I schools and eight non-Title I schools) in a North Louisiana school district. A total of 1,094 participants were administered the . . . DIBELS diagnostic screener and the . . . iLEAP in fall 2008 and spring 2009. . . . Results showed a significant relationship between oral reading fluency and reading comprehension. Also, it was determined that DIBELS-ORF is a statistically significant predictor of student performance of iLEAP reading subscores. This study provided evidence that DIBELS-ORF is a reliable diagnostic tool that educators can use to assist in planning and implementing prescriptive interventions to address weaknesses of students with reading deficiencies. Further implications for practice as well as recommendations for future research are discussed. -Author
Book Synopsis Developing Reading Fluency, Gr. 3, eBook by : Alaska Hults
Download or read book Developing Reading Fluency, Gr. 3, eBook written by Alaska Hults and published by Creative Teaching Press. This book was released on 2003-09-29 with total page 97 pages. Available in PDF, EPUB and Kindle. Book excerpt: Use the activities in this book to help students develop reading fluency and increased comprehension as a result. The book includes four sections filled with reproducibles that provide fun and easy strategies to help students develop reading fluency. It also includes two sections to provide intervention for students struggling with developing reading fluency.
Book Synopsis Action Research by : S. Michael Putman
Download or read book Action Research written by S. Michael Putman and published by SAGE Publications. This book was released on 2016-12-29 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: Action Research: Using Strategic Inquiry to Improve Teaching and Learning is a core text for the Action Research course in Education. The proposed text seeks to address the needs of practitioners as it will be primarily written for use within a graduate level action research class. It will be oriented towards proactive planning as part of an organized, efficient process for developing and conducting an action research study. The book will be organized around implementation of the action research process using self-regulatory principles, which is characterized by four phases: task definition, goal setting and planning, enacting, and adapting. These four phases will be addressed as the learner considers what action research encompasses and a topic to be studied, then proceeds to establish a plan and enact it. This overall process is organized as can be seen in the Table of Contents. Michael Putnam and Tracy Rock will highlight methods and processes that incorporate formative data that is readily available to teachers, facilitating associations between classroom instruction and the action research process. The text will also reinforce how action research can improve the teaching and learning process by reinforcing or changing perceptions about the use of informal data, including anecdotal notes or observations, in the research process.
Book Synopsis Teacher as Researcher: Action Research by Elementary Teachers by : Jay Feng
Download or read book Teacher as Researcher: Action Research by Elementary Teachers written by Jay Feng and published by Lulu.com. This book was released on 2012-12-21 with total page 339 pages. Available in PDF, EPUB and Kindle. Book excerpt: A collection of action research reports by elementary classroom teachers.
Book Synopsis The Effect of Using Poetry to Increase Oral Reading Fluency in Third Grade Students by : Emily J. Anderson
Download or read book The Effect of Using Poetry to Increase Oral Reading Fluency in Third Grade Students written by Emily J. Anderson and published by . This book was released on 2009 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the effectiveness of using poetry to enhance oral reading fluency in a 3rd grade classroom. During a 7-week treatement period, I implemented 1 poem per week with a group of 5 students. To study the effects of poetry as a fluency tool, a quasi-experimental, pretest-posttest experimental design was used. The Basic Reading Inventory (BRI) was used to establish baseline data and final outcomes. The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) fluency assessments were given weekly to aid in progress monitoring. Study results showed an overall growth in oral reading fluency.
Book Synopsis The Effects of the Read Naturally Program on Oral Reading Fluency Rates of At-risk Third-grade Students by : Denise J. Miller
Download or read book The Effects of the Read Naturally Program on Oral Reading Fluency Rates of At-risk Third-grade Students written by Denise J. Miller and published by . This book was released on 2008 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to see if implementing the Read Naturally program would impact the oral reading fluency rates of at-risk third-grade students. There were four students who participated in the study. Two were girls and two were boys who were eight or nine years old. Prior to beginning the Read Naturally program, the students were identified after taking the DORF probe and BRI. When using the Read Naturally program, data was gathered in a pre and posttest format. The students would do "cold" readings of the passages. Next students would repeat the readings at least three times and then complete "hot" readings. Both readings were timed for one minute ans the students recorded their scores on a graph. The DORF probe and BRI were given once again to the students after the eight-week period of using the Read Naturally program. All students showed significant gains in their oral fluency rates at the end of the study.
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.
Book Synopsis Summer Reading Loss by : Morgan V. Blanton
Download or read book Summer Reading Loss written by Morgan V. Blanton and published by . This book was released on 2013 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation utilized a mixed-methods, quasi-experimental design to investigate the impact of parent development on rising third graders' summer reading losses as measured by the difference in May and August oral reading fluency scores. Title I parents and students from three schools in a rural North Carolina school district participated in a parent development session that focused on reading strategies to use at home. Parents and Title I teachers were in contact during the summer via telephone or face-to-face and students kept a reading log in order to collect data regarding reading routines. Quantitative data were collected using a pretest/posttest method using the end-of-year second-grade oral reading fluency assessment using Dynamic Indicators of Basic Early Literacy Skills (DIBELS Next). Quantitative data from reading logs and questionnaires were also used to analyze the impact of parent development and a home-based summer reading program on summer reading loss as measured by oral reading fluency (rate). Qualitative data were collected from questionnaires, parent contact logs, and reading logs. Quantitative and qualitative methods (QUAN-qual) were used to collect and analyze data in order to answer four research questions: (1) What is the impact of the parent development seminar on parents' abilities to demonstrate mastery of reading strategies? (2) What is the impact of summer reading volume (number of books initially and repeatedly read) on summer reading loss as measured by the difference in May and August oral reading fluency scores? (3): What is the impact of reading strategies (echo, NIM, shared, and repeated readings) on summer reading loss as measured by the difference in May and August oral reading fluency scores? (4) What is the impact of parent development and home-based summer reading on summer reading loss as measured by the difference in May and August oral reading fluency scores? The researcher found that parent development and home-based summer reading had a positive impact on struggling readers' (red zone) and home literacy routines. This study also found that repeated readings (within the same day) and face-to-face communication were effective strategies to target summer reading loss. Recommendations for future research include a larger sample size and a focus on the type of parent communication students receive (face-to-face or telephone). Additional recommendations include revisions to the reading log to emphasize repeated readings and to improve self-reporting methods.
Book Synopsis The Core Reading Program and Its Impact on Oral Reading Fluency by : Pamela Franklin
Download or read book The Core Reading Program and Its Impact on Oral Reading Fluency written by Pamela Franklin and published by . This book was released on 2010 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this casual-comparative quantitative research design, the students pre-existing DIBELS Oral Reading Fluency scores were used. Data were collected from a random sample of third grade students in 2007-2008 to be compared to a random sample of third grade students in 2008-2009. The purpose of this study was to identify the impact of the core reading program in third grade DIBELS Oral Reading Fluency scores. Students in 2007-2008 were instructed using the Open Court Reading program and students in 2008-2009 were instructed using the Reading Street Reading Program. As required by the ARFI and ARI guidelines, both programs were scientific researched based programs. These programs included explicit and systematic instruction and provided small group interventions for struggling readers. The study evaluated the results of these core reading programs by showing there was not a statistical difference in the oral reading fluency mean scores on the DIBELS assessment in the years 2007-2008 and 2008-2009 of third grade students. A t-test was used to compare the means of two independent samples. There was not a statistically significant difference between the oral reading fluency mean scores on DIBELS supported the null hypothesis. Therefore, the researcher concluded that there is no statistical difference in the outcomes of the ORF scores for third grade students who were taught using Open Court Program in 2007-2008 and the third grade students who were taught using the Reading Street program in 2008-2009.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 836 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Handbook of Reading Research by : Michael L. Kamil
Download or read book Handbook of Reading Research written by Michael L. Kamil and published by Routledge. This book was released on 2011-03-17 with total page 799 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of Reading Research is the research handbook for the field. Each volume has come to define the field for the period of time it covers. Volume IV brings the field authoritatively and comprehensively up-to-date.
Book Synopsis Developing Oral Reading Fluency by : Douglas F. Osborn
Download or read book Developing Oral Reading Fluency written by Douglas F. Osborn and published by . This book was released on 2007 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The researcher measured the effectiveness of two popular supplemental reading instruction strategies, word walls and independent silent reading, in 6 second-grade classes over 12 weeks. The study involved the comparison of eight oral reading fluency growth measures (Rate, Accuracy, Fluency, Comprehension, Oral Reading Quotient--overall oral reading ability, Sight Word Efficiency, Phonemic Decoding Efficiency, and Total Word Reading Efficiency). The researcher used the individually administered Gray Oral Reading Tests (fourth edition) and the Test of Word Reading Efficiency in a pretest-intervention-posttest experimental design to obtain these measures. Although pretest and posttest comparisons of the standard scores and percentile ranks revealed no statistically significant effects for either intervention group when compared to the Control group, actual gain score grade equivalency comparisons to the anticipated gains of 3 months were statistically significant for all three groups for almost every measure. The researcher concluded that although the daily use of Word Walls and the daily use of Independent Silent Reading both appear to be effective reading instruction strategies for second grade students, other reading instruction strategies (employed by the Control group) appear to be comparably effective. All three groups experienced a remarkable gain in overall oral reading ability according to the GORT-4 Oral Reading Quotient measure. This dramatic gain over the beginning three months of second grade suggests this period may be a crucial phase of reading fluency development.
Book Synopsis International Guide to Student Achievement by : John Hattie
Download or read book International Guide to Student Achievement written by John Hattie and published by Routledge. This book was released on 2013-01-17 with total page 513 pages. Available in PDF, EPUB and Kindle. Book excerpt: The International Guide to Student Achievement brings together and critically examines the major influences shaping student achievement today. There are many, often competing, claims about how to enhance student achievement, raising the questions of "What works?" and "What works best?" World-renowned bestselling authors, John Hattie and Eric M. Anderman have invited an international group of scholars to write brief, empirically-supported articles that examine predictors of academic achievement across a variety of topics and domains. Rather than telling people what to do in their schools and classrooms, this guide simply provides the first-ever compendium of research that summarizes what is known about the major influences shaping students’ academic achievement around the world. Readers can apply this knowledge base to their own school and classroom settings. The 150+ entries serve as intellectual building blocks to creatively mix into new or existing educational arrangements and aim for quick, easy reference. Chapter authors follow a common format that allows readers to more seamlessly compare and contrast information across entries, guiding readers to apply this knowledge to their own classrooms, their curriculums and teaching strategies, and their teacher training programs.
