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dc.contributor.advisorHecht, Allison
dc.contributor.advisorBrennan, Sarah
dc.contributor.authorDeNardi, Julie
dc.contributor.departmentGraduate Programs in Educationen_US
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2019-07-15T15:27:29Z
dc.date.available2019-07-15T15:27:29Z
dc.date.issued2019-07-15
dc.description.abstractThe 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.en_US
dc.format.extent30 pagesen_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/m2m4zd-npzp
dc.identifier.urihttp://hdl.handle.net/11603/14387
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsThis work 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.rightsCC0 1.0 Universal*
dc.rights.urihttp://creativecommons.org/publicdomain/zero/1.0/*
dc.subjectInteractive Writingen_US
dc.subjectPhonemic Awarenessen_US
dc.subjectReading Fluencyen_US
dc.subjectFluency Strategiesen_US
dc.subjectDecoding Strategiesen_US
dc.subjectBest Practices in Readingen_US
dc.subject.lcshEducation -- Research papers (Graduate).
dc.titleThe Effectiveness of Interactive Writing on Reading Fluencyen_US
dc.typeTexten_US


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This work 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.
Except where otherwise noted, this item's license is described as This work 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.