Browsing by Subject "Reading Fluency"
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Item The Effect of Fluency Intervention on First Graders’ Reading Fluency(2018-05-06) San Juan, Mary Grace; Masters of EducationThe purpose of this study was to determine the effect of an additional fluency intervention on first graders’ reading fluency. Fluency Folders, Reader’s Theater and Ticket-to-Read were used in order to improve their fluency. The Fountas and Pinnell Benchmark Reading Assessment System was used to identify the instructional reading level of the students. The measurement tool used each week was a fluency passage based on the student’s instructional reading level. The study involved the use of a posttest design to measure the data collected from the weekly readings including Words Correct Per Minute (WCPM), accuracy, and overall fluency score. Findings from the intervention indicated an overall increase in reading fluency scores for students who were initially below grade level or near grade level.Item The Effect of Growth Mindset Feedback on the Reading Fluency of on and Below Level Third Graders(2018-12-17) Lee, Robin; Masters of EducationThe purpose of this study was to evaluate the effectiveness of growth mindset feedback on the reading fluency development of on and below level third grade students. The measurement tool used was the Fountas and Pinnell Benchmark Assessment system and the Treasures Fluency Assessment book for grades 1-6. Growth mindset feedback was delivered through a digital survey and reflection questions. This study utilized quasi experimental pretest-posttest design. Growth Mindset feedback did not statistically impact reading fluency. Research on the impact of growth mindset on reading growth should continue due to the importance of reading on future academic success.Item The Effectiveness of Interactive Writing on Reading Fluency(2019-07-15) DeNardi, Julie; Hecht, Allison; Brennan, Sarah; Graduate Programs in Education; Masters of EducationThe 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.Item Impact of Fluency Folders on First Graders Reading Levels(2019-06) Naugle, Peggy; Wang, Mei; Bowman, Christina; Education; Masters of EducationThe purpose of this study was to determine the effect of an additional classroom-based fluency intervention on first graders’ reading levels. Fluency Folders were used in order to improve student’s fluency and reading skills. The Fountas and Pinnell Benchmark Reading Assessment was used to identify the instructional level of the students. The study included a pretest and posttest design model to measure the students’ reading level growth. Findings from the intervention indicated an overall increase in reading level scores for students who were initially reading below grade level expectations.Item Improving Fluency of My First Grade Students(2017-07-25) Skaggs, Taylor; Masters of EducationThe purpose of reading is to gain meaning from various texts. In order to gain meaning, students must exhibit strong fluency skills. Researchers suggest multiple instructional strategies that teachers of all grade levels can implement into reading instruction to strengthen fluency skills. The purpose of this study is to measure the impact of various intervention strategies in order to improve first graders’fluency. The results show that the intervention strategies used in this design had a positive impact on first graders’ fluency.Item Pre-Teaching High Frequency Sight Words and the Effects on Students’ Reading Accuracy(2020-11) Diakite, Holly; Rhoades, Thomas; Masters of EducationPrimary teachers across the United States of America spend a portion of their instruction time teaching their students high frequency sight words. In order for students to become successful readers, they must first have a vocabulary of words that are recognized automatically by sight. Students who do not have a “sight word” vocabulary will spend valuable reading time sounding out words when their primary focus needs to be on comprehension of the text. However, there are a multitude of games, activities, lessons, and strategies in which to teach high frequency words. This paper will explore some of the ways to teach high frequency words as well as which ways are the most efficient.Item Therapy Dogs: Their Impact on Reading Fluency and Reading Motivation(2020-04-27) Dinterman, Jennifer; Calo, Kristine; Calo, Kristine; Strickland, Tricia; Hood College Education Department; Hood College Departmental Honors