Students with weak reading skills are at risk for school difficulty. Among the indicators of reading difficulty, reading fluency is a strong predictor of overall reading problems. A multiple baseline design across small groups of students was used to evaluate the effects of explicit oral reading fluency instruction. Based on universal screening data, six fourth-grade students who scored between the 25th and 50th percentile were provided with 30 minutes of explicit reading fluency instruction four or five days per week, for a total of 40 sessions each. The explicit instruction included multiple components of reading fluency, including repeated reading, phrase drill error correction, explicit word analysis, and metacognitive reflection using reading-level controlled text. To examine differential effects over time, three of the students received the instruction after a short baseline, and the other students received it after an extended baseline period. Maintenance of skills was evaluated at four and eight weeks post treatment. Dependent variables included third and fourth grade oral reading fluency (ORF) measures as well as scores on the Test of Word Reading Efficiency (TOWRE) and the Word Identification and Spelling Test (WIST). One student left the study because he was referred for a special education evaluation. Of the remaining five students, three showed reading improvements on weekly progress measures and at four and eight week's post-intervention. The other two students showed variable response to the intervention. The limitations and implications for instruction and future research are discussed.
|Commitee:||Podhajski, Blanche, Steege, Mark|
|School:||University of Southern Maine|
|Department:||College of Education and Human Development|
|School Location:||United States -- Maine|
|Source:||DAI-A 72/06, Dissertation Abstracts International|
|Subjects:||Instructional Design, Elementary education, Literacy, Reading instruction|
|Keywords:||Oral reading fluency, Reading fluency, Reading instruction, Reading intervention, Repeated reading|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be