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dc.contributor.authorKrause, Ashley E.
dc.contributor.programMasters of Educationen_US
dc.descriptionTo see the paper in its entirety contact or call (410)337-6075.en_US
dc.description.abstractThe 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.en_US
dc.format.extent26 p.en_US
dc.genreaction research papersen_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
dc.subject.lcshEducation -- Research papers (Graduate)
dc.subject.lcshReading -- Direct instruction approach -- Research
dc.subject.lcshOral reading -- Research
dc.subject.lcshReading -- Ability testing -- Research
dc.titleThe Effect of Direct Instruction and Repeated Reading to Improve Oral Reading Fluency on DIBELSen_US

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