The Effect of Direct Instruction and Repeated Reading to Improve Oral Reading Fluency on DIBELS

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2012-05

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Masters of Education

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Abstract

The purpose of this study was to determine the effects of implementing fluency strategies, Direct Instruction and Repeated Reading, as a way to improve students’ Oral Reading Fluency on the DIBELS assessments. The measurement tool was the Oral Reading Fluency subtest on the Dynamic Indicators of Basic Early Literacy Skills assessment. This study involved the use of a pretest/posttest design to compare data from January 2012 (before the intervention was administered) to data from March 2012 (after the intervention was complete). The fluency intervention group consisted of eight students with average reading levels. The achievement gains were significant and consistent with the prior research on this topic; however, the results could be questionable because of small sample size and lack of a comparison group in this study.