Reading fluency in second grade students
No Thumbnail Available
Links to Files
Permanent Link
Collections
Author/Creator
Author/Creator ORCID
Date
2010-08
Type of Work
Department
Program
Masters of Education
Citation of Original Publication
Rights
Collection 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.
Abstract
The purpose of this study is to determine which intervention strategies could improve second grade students’ fluency rates on the DIBELS assessment most effectively. The interventions implemented were Repeated Readings and a combination of Repeated Readings and Reader’s Theater. The measurement tool was the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). This study involved the use of a pretest/posttest quasi-experimental design to compare data from January 2010 (before the intervention was administered) to data from March 2010 (after the intervention was complete). Achievement gains were not statistically significant. However, findings of the study may have been influenced by intervening factors such as a lack of time, changes in classroom schedules, or questions of validity with the assessment. Research in the area of reading fluency should continue given the relationship between increased reading fluency and strong reading comprehension.