The Effects of Fluency Strategies on Below-Level Fourth Grade Readers

Abstract

The purpose of this study was to determine the effectiveness of Repeated Readings versus Systematic Instruction in Phonological Awareness, Phonics and Sight Words (SIPPS) for below-level readers in fourth grade. This pre-experimental study used a pre- and post-test design to compare students’ scores. Participants were measured in their oral reading fluency rate using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS™) assessment of oral reading fluency. Half of the participants were given the intervention of SIPPS, while the other half received Repeated Readings over the course of six weeks. While participants increased in their oral reading fluency rate, the hypothesis was supported for this study as there was no significant difference when looking at the pre- and post-test between strategies used. Research in this area should continue as there is little information on strategies other than Repeated Reading to help intermediate students increase their fluency rates.