The Effectiveness of Interactive Writing on Reading Fluency
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2019-07-15
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Graduate Programs in Education
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Masters of Education
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Abstract
The purpose of this study was to examine the effectiveness of interactive writing and its impact on reading fluency of second grade students who were reading slightly below to below grade level.. The study had an experimental design with random group assignment to experimental (n = 7) and control (n = 8) groups. The measurement tool was the Reading A-Z timed fluency assessment. The groups did not differ significantly on the fluency pretest. The experimental group participated in interactive writing while the control group participated in independent writing. The mean posttest fluency score of the Interactive Writing group (Mean = 90.71 SD = 7.82) was not significantly different from the mean fluency score of the Independent Writing Group (Mean = 96.13, SD = 3.80) [t (13) = 1.74, p = .11]. Consequently, the null hypothesis that there would be no significant statistical difference in reading fluency between the students in the Interactive Writing group and those in the Independent Writing group was retained. However, observational data suggests the need for continued analysis to see if high engagement and motivational strategies lead to long term reading achievement. Research in the area of reading fluency should continue because poorly developed word recognition skills are a debilitating cause of the reading difficulties students face today.