126 research outputs found

    The Impact of Multiple Fluency Interventions on a Single Subject

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    This study investigates the effectiveness of multiple fluency interventions on a single subject in grade three. Fluency interventions, including choral reading, echo reading, repeated reading, audio book modeling, and teacher modeling were implemented over a period of eight weeks. Results indicated that using multiple fluency strategies, rather than a single fluency strategy as is usually investigated, was positively associated with improvement in oral readin

    The Effect of Repeated Reading With Pairs of Students in a Large-Group Setting on Fluency and Comprehension for Students At Risk for Reading Failure

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    Problem. Some students are failing to develop acceptable reading skills; however, instructional time allocated to reading fluency can increase reading comprehension. The purpose of this study was to compare students who received repeated reading with pairs of students in a large-group setting with those who did not in terms of reading fluency, rates of reading fluency growth, and reading comprehension for students at risk for reading failure in a school in a Midwestern mid-sized city. Method. An experimental pretest-posttest with control group design was used with grade level stratified (2nd, 3rd, and 4th grade) intervention (N = 27) and control (N = 30) groups. All students were at risk for reading failure based onDynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency (DORF). Socioeconomic data indicated 82% of the school\u27s students were eligible for the federal free or reduced-price lunch program. The students were homogenously paired and engaged in repeated reading in a large group using fiction and nonfiction stories at their instructional level. The study consisted of 32 sessions, 15 minutes per day, 3 to 4 days per week, over 7 weeks. The three dependent variables were pre- and posttest performance on the DORF, DORF progressing monitoring slope, and the Group Reading Assessment and Diagnostic Evaluation (GRADE). Results. The ANCOVA result for DORF was nonsignificant, F (1, 54) = .40, p = .529, partial = .01. The omnibus test of the 2 × 3 ANCOVA for DORF progress monitoring slope was nonsignificant, F (2, 47) = 2.49, p = .094, partial η \u3e2 = .10, indicating no significant interaction between the treatment condition and grade level. There was no significant main effect for grade level, F (2, 47) = .294, p = .746, partial η 2 = .01, but a significant main effect for condition was found, F (1, 47) = 7.80, p = .008, partial η2 = .14, Cohen\u27s d = 0.72. Students in the intervention group had a statistically significant steeper slope for rates of reading fluency growth, along with a medium to large effect size. The ANCOVA for GRADE was nonsignificant, F (1, 52) = 3.34, p = .074, partial η2 = .06. Conclusions. The theory of automaticity as applied to reading development was supported by the results. Repeated reading with pairs of students in a large-group setting was an effective intervention for rates of reading fluency growth (slope) for students at risk for reading failure; however, significant results were not found on pre- and posttests for fluency and comprehension. The short length of the study and sensitivity of the comprehension measure may not have allowed sufficient opportunity to detect changes in difference between the groups in these areas. This study demonstrated that one adult was able to facilitate the development of reading fluency with a classroom of students who were below standard

    Combining explicit fluency instruction with GarageBand digital recording of repeated readings

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    This action research examines the effect of combining explicit fluency instruction with GarageBand digital recording of repeated readings. Three intermediate-aged students met individually with an instructor for twelve one-hour sessions where they received tutoring on the characteristics of good fluency. In addition, students used the GarageBand program to make digital audio recordings of their repeated readings. The findings showed gains in accuracy and reading rate for all three students and slight gains in comprehension for two of the students

    Making the Case for the Systematic Observation of Language and Reading: A Reading Comprehension Measure Inclusive of Students with Disabilities

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    The purpose of this literature synthesis is to examine the empirical literature on comprehension measures used in studies of reading interventions for students with autism spectrum disorder (ASD) and low IQ. Sixteen studies met inclusion criteria for this review. All studies were experimental, included a measure of reading comprehension, and sampled participants with ASD and low IQ (i.e., at least one standard deviation below the mean). The focus of this synthesis is on the comprehension measures used in the interventions, including type of measure and comprehension construct assessed through the measure. Results indicate that most of the studies included measures of comprehension that the researchers created for their study, while a few researchers relied on published measures. Additionally, among the assessments, five different comprehension behaviors were assessed: passage reading comprehension, supported passage reading comprehension, sentence/phrase comprehension, listening comprehension, and literacy engagement. The measures and the comprehension behaviors they assessed are discussed in detail. Implications for research and practice involving reading comprehension measures to inform research on reading interventions for individuals with ASD and low IQ are also discussed. Key words: autism spectrum disorder, low IQ, reading comprehension, comprehension measure(s), comprehension behavior(s

    An Inquiry Into the Influence of Taped Books on the Oral Reading Performance of Struggling Third-Grade Readers.

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    The purpose of the nine-week study was to explore, using taped book intervention, the oral reading fluency of six struggling third-grade readers. The low-income, inner city, African American students were selected using teacher recommendations, standardized test scores, and the school system\u27s Grade Level Indicators of Essential Knowledge---Grade 3 English Language Arts. Procedures used in the study were observing, collecting field notes, reviewing documents, conducting open-ended interviews, prioritizing book selection interests, and making assessments. Pre- and post-intervention assessments included the following: (1) oral reading rate---the Gray Oral Reading Test-3 (GORT-3), two-minute timed readings, and Corduroy benchmark probes; (2) word recognition---Slosson Oral Reading Test-R (SORT-R) and Revised Dolch List (R-Dolch); (3) interest surveys--- Thinking About My Reading and Prioritized Book Selection; and (4) attitudinal surveys--- Reading and Me and the Elementary Reading Attitude Survey (ERAS). Post-intervention assessment results show that students increased in oral reading fluency---rate, word recognition, and prosody. In rate, GORT-3 results show increases from 0.4 to 1.0 in grade equivalents, and two-minute timed readings show increases from 23.1 to 30.5 wpm. Corduroy benchmark probes show decrease in miscues and increase in wpm. In word recognition, SORT-R results show increases of 0.6 to 1.6 in grade equivalents and R-Dolch results indicate that all students increased to on or above third-grade level. Observation of students\u27 oral reading reveals increased expressiveness and attention to punctuation, important features of prosody. Other assessments show students\u27 increased interest in academically supported and authentic literature and indicate that students see themselves as better readers and are more engaged in reading tasks. The findings suggest that taped book intervention improves oral reading performance. The six students in this study gained in oral reading fluency, vocabulary development, textual expression and intonation, affirmative reading attitudes, positive reading interests, comprehension, and the acquisition, application, and appreciation of new learning

    Teaching Community College Students Strategies For Learning Unknown Words As They Read Expository Text

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    The study reported here investigated methods that enable college students to learn the meaning of unknown words as they read discipline specific academic text. The ability to read and comprehend text is known to be positively correlated with academic success. However that ability is challenging to college students in part because of the sophisticated vocabulary encountered in academic text. The study reported here utilized an experimental design. Forty one participants read specific passages aloud during three sessions. Participants were randomly assigned to one of four intervention groups to investigate alternative methods of learning the meaning of unknown words. In the Strategies group, participants learned the use of context cues, morphological cues, and syntactic cues. Participants in the Definition group learned to use researcher supplied definitions. In the Strategies plus Definition group, participants learned to use both the strategies and definitions. Using a constructivist framework to create meaning while interacting with text, these three groups had time for practice and received feedback. Participants in the fourth group, the Control group, engaged in discussion of the passages. Intervention and outcome measures examined word learning and comprehension. All participants completed a transfer task to investigate the effects of treatment on independent text reading. It was expected that participants in the intervention groups would outperform participants in the Control group, and that participants in the Strategies plus Definition group would outperform participants in the other two intervention groups. Results were mixed. Analyses of data revealed that participants in all three intervention groups demonstrated significantly better word learning and comprehension as measured by definition recall, CLOZE and response to comprehension questions than participants in the Control group. Other measures did not support these hypotheses. There were also interaction effects involving time with treatment groups performing differently on intervention and outcome measures than on transfer task measures. In general participants in the intervention groups performed better during the first three training texts than during the final transfer task. Additionally, participants in the intervention groups did not perform significantly better on the transfer task than participants in the control group. Thus the word learning treatments and their impact on comprehension did not generalize to a novel task as was hypothesized. Results of this study contribute to the research by helping us understand the benefit of methods that enable college students to access academic text. Use of definitions and to a lesser extent, use of strategies, appear to have a positive impact on word learning and comprehension. The use of a combination of strategies and definitions also appears to have a positive impact but, with mixed results, this awaits further study

    IV Chaucer

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    This chapter has five sections: 1. General; 2. The Canterbury Tales; 3. Troilus and Criseyde; 4. Other Works; 5. Reception and Reputation. Sections 1, 3, and 5 are by Ben Parsons; sections 3 and 4 are by Natalie Jones

    Effects of Wide Reading Vs. Repeated Readings on Struggling College Readers\u27 Comprehension Monitoring Skills

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    Fluency instruction has had limited effects on reading comprehension relative to reading rate and prosodic reading (Dowhower, 1987; Herman, 1985; National Institute of Child Health and Human Development, 2000a). More specific components (i.e., error detection) of comprehension may yield larger effects through exposure to a wider range of materials than repeated readings (Kuhn, 2005b). Thirty-three students reading below college level were randomly assigned to a Repeated Readings (RR), a Wide Reading (WR), or a Vocabulary Study (VS) condition and received training in 9 sessions of 30 minutes in a Southeast community college. RR students read an instructional-level text consecutively four times before answering comprehension questions about it; WR students read four instructional-level texts each once and answered questions while the VS group studied and took a quiz on academic vocabulary. An additional 13 students reading at college level provided comparison data. At pretest, all participants completed the Nelson Denny Reading Test, Test of Word Reading Efficiency, Error Detection task (Albrecht & O\u27Brien, 1993), working memory test, Metacognitive Awareness of Reading Strategies Inventory (MARSI; Mokhtari & Reichard, 2002), a maze test, Author Recognition Test (ART), and reading survey. All pretest measures except for the ART and reading surveys were re-administered at posttest to training groups. Paired-samples t-test analyses revealed (a) significant gains for the WR condition in vocabulary (p = .043), silent reading rate (p \u3c .05), maze (p \u3c .05) and working memory (p \u3c .05) (b) significant gains for the RR students in silent reading rate (p = .05) and maze (p = .006) and (c) significant increases on vocabulary (p \u3c .05), maze (p = .005), and MARSI (p \u3c .005) for the VS group at posttest. Unreliable patterns of error detection were observed for all groups at pretest and post-test. Results suggest that effects of fluency instruction be sought at the local level processes of reading using the maze test, which reliably detected reading improvements from fluency instruction (RR, WR) and vocabulary study (VS) in only 9 sessions. With significant gains on more reading measures, the WR condition appears superior to the RR condition as a fluency program for struggling college readers. Combining the WR condition with vocabulary study may augment students’ gains
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