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Reading Fluency Intervention Strategies and Techniques

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Reading Fluency Intervention Strategies and Techniques 1. Does repeated reading alone show students gaining at least 10% reading comprehension skills of dysfluent reader? – PowerPoint PPT presentation

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Title: Reading Fluency Intervention Strategies and Techniques


1
Reading Fluency Intervention Strategies and
Techniques
  • 1. Does repeated reading alone show students
    gaining at least 10 reading comprehension skills
    of dysfluent reader?
  • 2. Does listening to a passage out loud show
    students gaining at least 10 reading
    comprehension skills of a dysfluent reader?
  • 3. Does repeated reading with the intervention
    from a teacher while reading a passage for the
    first time show students gaining at least 10
    reading comprehension?
  • 4. Do students choose the reading fluency
    intervention that showed the most growth in their
    reading comprehension percent of correct answers?

2
Introduction
  • Oral reading fluency occurs when a person reads
    accurately, at an appropriate rate, and with
    prosody.
  • The purpose of this study was to examine the
    effects of teacher intervention or other methods
    and strategies when working with dysfluent
    readers. Today the state of reading fluency in
    the United States is that it is clear that more
    and more educators view fluency as an important
    goal of reading instruction. The use of oral
    reading fluency scores with reading comprehension
    gains is just one way to examine the effects of
    reading interventions.

3
Previous Research
  • Consequences can be dire for students who fail to
    become fluent readers students who do not
    develop reading fluency, regardless of how bright
    they are, are likely to remain poor readers
    throughout their lives (NRP, 2000).
  • Today the state of reading fluency in the United
    States is that it is clear that more and more
    educators view fluency as an important goal of
    reading instruction. The routes of fluency
    development seem reasonably clear. One route is
    to have students get considerable practice
    reading books that are at their own independent
    reading level. By encountering high frequency,
    common words in a variety of meaningful contexts,
    students acquire the ability to recognize the
    words automatically. The other route for
    building fluency is through using the many
    varieties of repeated readings (Rasinski et al.
    2006).
  • Teachers who implement systematic progress
    monitoring in general classrooms likely will reap
    benefits not only for students with identified
    needs but also for their other students,
    regardless of their achievement levels (Stecker,
    Lembke, Foegen, 2008).
  • Welsch (2007) concluded that special educators
    need a variety of information about their
    students as special education services are
    designed to meet the individual needs of
    students.

4
Methodology
  • The participants in the study were eight fourth,
    fifth or sixth grade students. There were two
    males and six females, ages ten, eleven and
    twelve. The participants were in the fourth,
    fifth or sixth grade. All participants were
    being serviced with Individual Education Plans
    (IEP) with specific learning disabilities in
    reading. All the students were Caucasian. These
    Learning Disabled students receive special
    education services by an Intervention Specialist
    in a Learning Center using the schools grade
    level curriculum with modifications and/or
    accommodations. The socioeconomic status for most
    of these students is upper-middle class.
  • The research was conducted in a suburban
    elementary school that served grades one through
    six. The population of the school was around
    500 students. The research was collected in the
    schools Learning Center that the students came
    to for their daily interventions and tutoring.
    The study was also conducted after school, during
    lunch periods or during tutoring times within the
    school day. Participants were seated at the
    experimenters tutoring table. The students were
    familiar with this setting.
  • The interventions that were used in the study
    were the Benchmark Education Companys Reading
    Fluency Program and the Fountas Pinnell
    Benchmark Assessment Systems Word Features
    Tests. The instruments were selected because
    they provided relevant information. The Reading
    Fluency Program gathered information about the
    students reading fluency speed, accuracy, and
    comprehension. There were three passages that
    students read for a minute. The passages were
    analyzed and scores for speed, accuracy and
    comprehension were recorded. The Word Features
    Test gathered information about the grade level
    vocabulary word recognition. The information was
    valuable because it identified students' grade
    level at
  • which they were functioning in vocabulary
    recognition.

5
Data Collection
  • For a baseline the participants were given a
    timed reading fluency passage to read orally at
    their current grade level. After reading the
    fluency passage participants were given
    comprehension questions to answer orally.Correct
    words per minute were tallied by dividing the
    time it took to read the passage by the number of
    correct words read within the passage. Next the
    percentage of reading comprehension questions
    answered correctly were tallied. A vocabulary
    test was administered to each participant to
    determine their independent, instructional and
    frustration reading levels. Also the participants
    Accelerated Reading (AR) grade levels or Zone of
    Proximal Development (ZPD) were used to determine
    grade level reading abilities.
  • The second phase was the participants were
    introduced to three different oral reading
    fluency techniques and/or strategies. The first
    reading fluency technique was the independent
    repeated reading technique. This was where the
    participant read a fluency passage independently.
    The participants were allowed to read the passage
    independently as many times in a three minute
    time period. After the participant had read the
    passage independently they read the same fluency
    passage orally to the experimenter. Experimenter
    tallied correct words per minute. Experimenter
    asks comprehension questions orally and tallied
    percent correct. The second reading fluency
    technique was to listen to a passage read orally
    to the participant. The passage was only read to
    the participant once. After the participant had
    listened to the passage they read the same
    fluency passage orally to experimenter.
    Experimenter tallied correct words per minute.
    Experimenter asks comprehension questions orally
    and tallied percent correct. The third reading
    fluency technique was the participant reads the
    fluency passage with the experimenters
    intervention. While the participant read passage
    orally to experimenter, the experimenter assisted
    with words unknown to the participant. The
    participants were able to ask questions and have
    a dialog with the experimenter on words unknown
    and other content questions while reading the
    passage. After the participant had read the
    passage with the experimenters intervention they
    read the same fluency passage orally to
    experimenter. Experimenter tallied correct words
    per minute. Experimenter asks comprehension
    questions orally and tallied percent correct.
  • The third phase was after all three reading
    fluency techniques had been given to each
    participant the participant took a best practice
    survey. The survey was for the participants to
    choose the best reading fluency technique and/or
    strategy they thought would work for them on a
    daily basis.
  • To evaluate the participants performance on the
    three reading fluency techniques and/or
    strategies the experimenter tallied all scores
    for correct words read per minute and correctly
    answered comprehension question percentage. The
    scores where then compared to what each
    participant thought was their own individual best
    reading fluency technique and/or strategy.

6
Data Analysis
  • In order to determine the effectiveness of the
    assessment in the identification of students
    reading speed, accuracy and comprehension, data
    were triangulated by combining quantitative and
    qualitative measures. Quantitative data from the
    reading assessments were used across instruments.
  • The first quantitative instrument completed by
    students was the Word Features Tests. The
    students read lists of thirty vocabulary words
    from third grade to sixth grade reading levels.
    Using the students ZPD score combined with the
    Word Features Tests reading vocabulary levels,
    the students reading fluency level was
    determined. A score of 90 from the Word Features
    Tests was used to determine the instructional
    reading level for reading fluency speed, accuracy
    and comprehension.
  • The second quantitative instrument used was the
    Benchmark Education Companys Reading Fluency
    Program. The students read three different one
    page-reading passages. After reading the
    passages orally, using three different reading
    fluency techniques to the teacher, the students
    speed was recorded after one minute by counting
    the number of words read. Accuracy was
    determined by the number of words read correctly
    over the number of words read per minute.
    Comprehension was determined by answering four
    comprehension questions after reading the passage
    orally to the teacher. Qualitative measures were
    obtained from the Reading Fluency Survey.
  • The survey had three parts. First part was
    questions one and two. The questions were which
    reading strategy helped you the most with reading
    the passage out loud and which reading strategy
    helped you the most with answering the
    comprehension questions. The second part was
    using a Likert type scale (1most helpful,
    2helpful, and 3least helpful) to rate the types
    of intervention that helped them the most. The
    third part of the survey was an open-ended
    question asking how the teacher can help them
    with their reading and answering of comprehension
    questions. Data will be recorded to determine if
    the students fluency speed, accuracy and reading
    comprehension will match what the students have
    chosen as their own best practice reading
    technique from the survey. The teacher will also
    be using the third part in the survey from each
    student to determine which technique the students
    will be using daily in school.

7
Technique Results
8
Student Survey Results
9
Interpretation of Findings
  • The purpose of this study was to examine the
    effects of teacher intervention or other methods
    when working with dysfluent readers. .
  • The performance of eight special needs students
    in the fourth, fifth and sixth grade with current
    IEPs were analyzed. They were screened using
    timed oral reading fluency passages followed by
    comprehension questions to see which reading
    fluency technique worked best for each individual
    student. Two students chose the same technique
    that would help them in reading fluency and
    comprehension using the teacher intervention.
    These students did indicate that they learned
    better by using the intervention technique and
    the results proved to be correct. Student 6,
    that is dyslexic, did about the same using
    repeated reading and oral reading but increase
    comprehension from 75 to 87 when she used the
    teacher intervention technique. Student 6 did
    indicate that she liked using the oral reading
    technique the best, which did not show in her
    results. Student 4 who is also dyslexic really
    improved significantly when she used the teacher
    intervention technique, going from 25
    comprehension to 100 comprehension using the
    teacher intervention technique. Student 5 was
    not placed in the correct reading grade level
    when she was screened because she finished all of
    the reading within one minute and did very well
    on the comprehension questions. She also was the
    only student who chose repeated reading has the
    best way to read fluently and to help her with
    comprehension. She may have had a different
    outcome had she been placed in the correct
    reading grade level.
  • The results indicated that most students read
    more fluently and with greater comprehension
    using the teacher intervention technique. It was
    also interesting that the students did indicate
    that using the technique that helped them the
    most truly showed in the results.

10
Conclusions and Anticipated Action
  • It is important for students with
    special needs that struggle with reading fluency
    and comprehension to know their best reading
    techniques and strategies to help them overcome
    their disability. Students with reading
    disabilities need to begin to understand their
    academic strengths and weaknesses. It is
    important that teachers and intervention
    specialists continue to support special needs
    students in their understanding of their
    disability and to support the best practice for
    them to continue with their success in reading.
    There must be an ongoing data driven
    progress-monitoring screening to support these
    students in their future success as readers.
    This study provides a window into how reading
    fluency and comprehension can be enhanced by the
    right technique and strategies for individual
    students with reading disabilities. But of most
    importance is that the struggling reader know and
    understand what is there own best way to learn
    how to reading and comprehend what they read. I
    will continue to work with my special needs
    students on how to determine their individual
    style of learning and succeeding. I will also
    work with the schools Intervention Assistance
    Team (IAT) to work with other students in the
    building who are struggling with the reading
    process. I will also work closely with our
    schools reading specialist to keep up with the
    most up to date practices, data collecting and
    monitoring students progress. Most importantly
    I will continue to work with special needs
    students to instill in them that they can succeed
    and work up to their potential, just like their
    typical learning peers.
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