The Effects of Active Reading Strategies on High School Students' Fluency and Comprehension

Abstract

The purpose of this study was to determine whether the implementations of active reading strategies would help two High School students diagnosed with dyslexia. The sessions took place from March 9 to June 4 of this year. The measurement tool was a data chart wherein check marks would be put for each hesitation and mispronunciation as well as a brief written out paragraph describing their page summaries. Results showed that improvements in these three areas were due much more to student interest in text, the author’s writing style, and when the text was written and published rather than the actual active reading techniques and the length of the sessions over time. Research should continue in this area in order for educators to have a better idea of how to engage students who might dislike and struggle with reading.