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Jessica Bennett Dissertaion July 14 2014 copy.pdf (12.57 MB)
ETD Abstract Container
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The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of Second Grade Students At-Risk
Author Info
Bennett, Jessica Gittings
Permalink:
http://rave.ohiolink.edu/etdc/view?acc_num=osu1405628987
Abstract Details
Year and Degree
2014, Doctor of Philosophy, Ohio State University, EDU Physical Activity and Educational Services.
Abstract
This study examined the effects of a novel computer software program on the oral reading fluency and comprehension of urban second-grade students. The students scored at the “at-risk” level on the DIBELS oral reading fluency fall benchmark assessment. A multiple baseline probe across participants design was used to determine if the repeated reading strategy using culturally relevant materials delivered through the computer software would increase participant oral reading fluency and comprehension. Oral reading fluency was measured by correct words per minute and comprehension was measured by responses to maze passages on both treatment and generalization probes. Seven second-grade students from two different schools were participants in the study and three students were tested as comparison peers. Participants were separated into four tiers and scheduled treatment according to skill level. Students in Tier 1, who showed the most deficits in correct words per minute as measured by AIMSweb, received treatment first and the remaining tiers were assigned accordingly. There were five participants (Tiers 1–3) and two comparison peers in one school and two participants (Tier 4) and one comparison peer in the other school. Comparison peers, who were closer to grade level, remained in extended baseline. Tier 1 entered into intervention when the participants’ baseline data were stable. After analysis of Tier 1 responding to the CR timed readings, and analysis of baseline of the next tier, intervention began for Tier 2, and so on until all tiers were in intervention. Pre-and post-test measures were administered to all students and consisted of Woodcock Reading Mastery Test –Revised subtests of word attack, word identification, and passage comprehension. DIBELS oral reading fluency benchmark assessment data was provided by the teachers for beginning of the year and middle of the year and administered by researchers for end of the year. During baseline, treatment, and maintenance conditions, data were collected on the following dependent variables: correct words per minute on culturally relevant stories; correct responses to mazes on CR stories; number of timed readings needed to reach criteria on each culturally relevant story; correct words per minute on AIMSweb stories; and correct responses to mazes on AIMSweb stories. Treatment probes were given after each story sequence was successfully completed and generalization probes were given approximately every two to three treatment probes except when participants consistently took 2–3 sessions to finish a story, in which case they were given a generalization probe every five stories (i.e., after each set). There were a total of 24 culturally relevant stories/treatment probes and 25 generalization passages were available (between 14–20 were used for participants; 7 were used for comparison peers). Results indicate that after 7–13 weeks the packaged intervention was effective on increasing the oral reading fluency and comprehension of practiced culturally relevant passages for all participants. The intervention was also effective on increasing the oral reading fluency and comprehension on six of the participants on novel AIMSweb passages. These findings extend the research base supporting the use of repeated readings for second-grade students via computer-assisted instruction to supplement instruction. Further, the findings suggest that skill acquisition and generalization might be promoted by the use of culturally relevant materials. Limitations, directions for future research, and implications for practice are offered.
Committee
Ralph Gardner, III/Ph.D. (Advisor)
Cartledge Gwendolyn , Ph.D. (Committee Member)
Ramnath Rajiv, Ph.D. (Committee Member)
Konrad Moira, Ph.D. (Committee Member)
Pages
275 p.
Subject Headings
Education
;
Educational Software
;
Educational Technology
;
Literacy
;
Special Education
Keywords
oral reading fluency, repeated reading, computer-assisted instruction, culturally relevant, urban learners
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Citations
Bennett, J. G. (2014).
The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of Second Grade Students At-Risk
[Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405628987
APA Style (7th edition)
Bennett, Jessica.
The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of Second Grade Students At-Risk.
2014. Ohio State University, Doctoral dissertation.
OhioLINK Electronic Theses and Dissertations Center
, http://rave.ohiolink.edu/etdc/view?acc_num=osu1405628987.
MLA Style (8th edition)
Bennett, Jessica. "The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of Second Grade Students At-Risk." Doctoral dissertation, Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405628987
Chicago Manual of Style (17th edition)
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Document number:
osu1405628987
Download Count:
350
Copyright Info
© 2014, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.