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The effects of an oral reading activity on rates of oral reading

Moore, Sarah Letitia
http://rave.ohiolink.edu/etdc/view?acc_num=osu1186828829

Abstract Details

2007, Master of Arts, Ohio State University, Physical Activity and Educational Services.
This study examined the effects of a fluency building activity on the levels of oral reading fluency in a group of six first and second grade students with multiple disabilities. It also examined the effects of student fluency on levels of comprehension. The reading fluency activity used a combination of word practice in isolation (word flashcards), model reading (teacher reads aloud as students follow along), guided practice (students read along with teacher), and partner reading (students take turns reading) to build fluency. Students participated in the fluency activity in groups of two and were grouped according to skill level. Fluency and comprehension levels were assessed both before and after the study using the letter-word identification and reading fluency portions of the Woodcock-Johnson III Tests of Achievement (Woodcock, McGrew, & Mather, 2001). The students were assessed for levels of oral reading fluency during baseline and intervention sessions through 1-minute timed readings. The numbers of correct words the students were able to read during each 1-minute time period were tracked throughout the study. Students were assessed for comprehension through passage retells. After each 1-minute timed reading students were asked to retell what they had read. The number of words connected with the passage during the child’s retell were counted and documented. The dependent variables in this study were the number of correct words read in 1-minute and the number of words students used to retell the passage. Results show that the students’ rates of oral reading fluency increased with the intervention. All six students demonstrated an increase in the number of words read during the 1-minute timed readings during the intervention. Students showed improvement on their W-J-III (Woodcock et al., 2001) reading fluency posttest scores following the conclusion of the study. Results also indicate that the students’ rates of comprehension increased along with their levels of reading fluency. Five out of the six students demonstrated an improvement in levels of comprehension when their levels of oral reading fluency increased.
Gwendolyn Cartledge (Advisor)
95 p.
Reading Fluency; Oral Reading; Special Education

Recommended Citations

Citations

  • Moore, S. L. (2007). The effects of an oral reading activity on rates of oral reading [Master's thesis, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1186828829

    APA Style (7th edition)

  • Moore, Sarah. The effects of an oral reading activity on rates of oral reading. 2007. Ohio State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1186828829.

    MLA Style (8th edition)

  • Moore, Sarah. "The effects of an oral reading activity on rates of oral reading." Master's thesis, Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1186828829

    Chicago Manual of Style (17th edition)

osu1186828829
961
© 2007, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.