The Effect of Direct Instruction and Repeated Reading to Improve Oral Reading Fluency on DIBELS
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Type of Work26 p.
action research papers
ProgramMasters of Education
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 firstname.lastname@example.org.
SubjectsEducation -- Research papers (Graduate)
Reading -- Direct instruction approach -- Research
Oral reading -- Research
Reading -- Ability testing -- Research
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.