Browsing by Subject "Reading comprehension -- Ability testing -- Second grade (Education)"
Now showing 1 - 2 of 2
Results Per Page
Sort Options
Item The Relationship Between Fluency and Comprehension in Second Grade Students(2016-07) McCullum, April; Masters of EducationThe Relationship between Fluency and Comprehension in Second Grade Students April McCullum July, 2016 The purpose of this study was to examine the relationship between reading fluency and reading comprehension and to determine if a student’s reading fluency rate has an impact on their ability to comprehend. The correlational study was conducted with 20 second graders from four separate classes. The measurement tool used to assess fluency was the Oral Reading Fluency portion of Dynamic Indicators of Basic Early Literacy Skills (DIBELS). The measurement tool used to assess comprehension was the Measures of Academic Progress (MAP). These measures were both administered during fall and winter intervals of the 2015-2016 school year. Prior to the winter assessments, students participated in an 8 week fluency intervention pull- out groups. Fall data showed a significant relationship between fluency and comprehension. However, winter data did not show a significant relationship even after students participated in fluency intervention groups. Research in this area should continue as the results of this study were conflicting.Item Using Metacognitive Instruction to Improve Reading Comprehension(2016-07-15) Harman, Tiana; Brown, Gaye; Masters of EducationThe purpose of this study was to determine the effect on reading comprehension of explicitly teaching metacognitive strategies to 20 second graders who were reading on or above grade level. Participants were taught metacognitive strategies and reminded to use them with a bookmark intervention. Pre and post intervention scores on a comprehension assessment created by the researcher were compared using a t-test for dependent samples. Participants’ comprehension scores increased significantly after they used the bookmark to apply explicitly taught metacognitive strategies. The increase in mean total scores of 1.6 points (pretest mean= 4.15 to posttest mean = 5.75) was significant at the p < .000 level and sub-scores regarding comprehension within and about the text also increased significantly. These results suggest the think-mark bookmark intervention may help improve reading comprehension in primary students by encouraging metacognitive strategy use.