Reading fluency interventions that work in high-poverty schools

This study measured the impact of targeted reading interventions on improving reading fluency for second-grade students as indicated by their performance on a statewide standardized assessment of reading fluency proficiency. Reading fluency scores for students who received intervention in second grade were measured again in their third-grade year to see if the intervention had a lasting impact on their overall reading fluency ability. Statistical analysis using a paired samples t-test revealed that reading fluency ability increases with the use of targeted intervention among second-grade students. A statistically significant relationship was discovered through the use of a paired samples t-test for students who receive targeted intervention in second grade and their third-grade IRI scores. This verifies that targeted reading fluency interventions are successful among students from high-poverty backgrounds. Individual and focus-group interviews were completed with teachers, para-professionals, and instructional coaches who provided reading fluency interventions to students. Themes emerged indicating a need for targeted intervention, meaningful practice, and instructional strategies in order for students to become fluent readers. Further analysis determined that schools that utilize classroom teachers rather than para-professionals to provide reading fluency intervention to struggling, high-poverty students achieved the most overall growth on the IRI. Another contributing factor to overall growth on the IRI was the amount of time students received intervention. Students that received at least forty-five minutes a day of additional intervention exhibited higher levels of growth. Lastly, several different reading curricula were used in the present study, revealing that instructional strategies and targeted intervention leads to greater acquisition of reading fluency skills regardless of the prescribed curriculum