The Effects on Direct High Frequency Word Instruction on Oral Reading Fluency for Title I First Grade Students

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dc.contributor.authorSowa, Anna
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2016-03-10T21:40:59Z
dc.date.available2016-03-10T21:40:59Z
dc.date.issued2010-05
dc.descriptionTo see paper in its entirety contact archives@goucher.edu or call (410)337-6075.en_US
dc.description.abstractThe purpose of this study is to determine whether students who receive direct high frequency word instruction along with regular classroom instruction will increase their oral reading fluency as compared to students who receive regular classroom instruction. The measurement tool used was Dynamic Indicators of Basic Early Learning Skills (DIBELS) Oral Reading Fluency Assessment, Retell Assessment and The Dolch Basic Sight Vocabulary list. This study used a pre-test/post-test design to measure the data collected from January 2010 to March 2010. The experimental group participated in daily 20 minute small group instruction for five weeks. While both groups increased their scores from the pre-test to post-test, the hypothesis was not supported because the differences were not statistically significant. Achievement gains were shown to be slightly higher in oral reading fluency, retell and high frequency word knowledge for the experimental group than the control group shown in the post-test at the end of the study. Although research has been conducted on fluency alone, research in this area should continue as there is very little information available regarding the use direct high frequency word instruction as a reading intervention for fluency. Research in this area should continue to determine the best methods for fluency instruction.en_US
dc.format.extent26 p.en_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/M2BX5Z
dc.identifier.urihttp://hdl.handle.net/11603/2535
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
dc.subject.lcshEducation -- Research papers (Graduate)
dc.subject.lcshReading (Elementary) -- Research
dc.subject.lcshOral reading -- Research
dc.subject.lcshReading -- Direct instruction approach -- Research
dc.titleThe Effects on Direct High Frequency Word Instruction on Oral Reading Fluency for Title I First Grade Studentsen_US
dc.typeTexten_US

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