The Effects on Direct High Frequency Word Instruction on Oral Reading Fluency for Title I First Grade Students
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Type of Work26 p.
action research papers
ProgramMasters of Education
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SubjectsEducation -- Research papers (Graduate)
Reading (Elementary) -- Research
Oral reading -- Research
Reading -- Direct instruction approach -- Research
The purpose of this study is to determine whether students who receive direct high frequency word instruction along with regular classroom instruction will increase their oral reading fluency as compared to students who receive regular classroom instruction. The measurement tool used was Dynamic Indicators of Basic Early Learning Skills (DIBELS) Oral Reading Fluency Assessment, Retell Assessment and The Dolch Basic Sight Vocabulary list. This study used a pre-test/post-test design to measure the data collected from January 2010 to March 2010. The experimental group participated in daily 20 minute small group instruction for five weeks. While both groups increased their scores from the pre-test to post-test, the hypothesis was not supported because the differences were not statistically significant. Achievement gains were shown to be slightly higher in oral reading fluency, retell and high frequency word knowledge for the experimental group than the control group shown in the post-test at the end of the study. Although research has been conducted on fluency alone, research in this area should continue as there is very little information available regarding the use direct high frequency word instruction as a reading intervention for fluency. Research in this area should continue to determine the best methods for fluency instruction.