Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List


MBThesis2015.A.pdf (3.02 MB)

ETD Abstract Container

Abstract Header

The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade English Language Learners Who Are At-Risk for Reading Failure

Barber, Mariah E
http://rave.ohiolink.edu/etdc/view?acc_num=osu1436982583

Abstract Details

2015, Master of Arts, Ohio State University, Educational Studies.
This study examined the effects of a novel computer software program, Reading RACES (Relevant and Culturally Engaging Stories), on the oral reading fluency and comprehension of urban first graders who are English language learners. The participants scored at the “at-risk” level on the DIBELS oral reading fluency middle of the year benchmark assessment. A multiple baseline 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 words read correctly in one minute, and comprehension was measured by correct responses to maze passages on both culturally relevant and AIMSweb probes. Three first-grade students from a Midwestern elementary school were participants in the study. Pre- and post-test measures were administered to all participants and consisted of two subtests for the Woodcock Reading Mastery Test – Revised, including word attack and word identification. DIBELS oral reading fluency and nonsense word fluency benchmark assessment data for the middle of the year were used to check if participants had the necessary decoding skills while being at-risk for reading fluency. During baseline, treatment and maintenance conditions, data were collected on the following dependent variables: correct words per minute (CWPM) on culturally relevant (CR) stories, correct responses to mazes on CR stories, CWPM on novel AIMSweb passages, correct responses to mazes on AIMSweb stories, CWPM on novel CR stories, as well as how many verbal or physical prompts were necessary for the student to accurately interact with the computer program according to a procedural integrity checklist. Treatment probes were given after each story was successfully completed and generalization probes were given every three-five sessions dependent on the student reaching their goal. Results indicate that after 7–11 weeks of intervention, the participants had increased their ORF and comprehension of novel and practiced CR passages. The intervention was also effective for increasing ORF and comprehension scores for novel AIMSweb passages, but to a lesser extent than observed for CR passages. These finding extend the research supporting the usage of Repeated readings for first grade ELL students using computer-assisted instruction to supplement reading instruction. Limitations, directions for future research, and implications for practice are also offered.
Moira Konrad, Dr. (Advisor)
Gwendolyn Cartledge, Dr. (Committee Member)
Ralph Gardner, Dr. (Committee Member)
106 p.
Special Education
urban learners, culturally relevant, English Language Learner, oral reading fluency, computer-assisted instruction, repeated reading

Recommended Citations

Citations

  • Barber, M. E. (2015). The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade English Language Learners Who Are At-Risk for Reading Failure [Master's thesis, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1436982583

    APA Style (7th edition)

  • Barber, Mariah. The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade English Language Learners Who Are At-Risk for Reading Failure. 2015. Ohio State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1436982583.

    MLA Style (8th edition)

  • Barber, Mariah. "The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade English Language Learners Who Are At-Risk for Reading Failure." Master's thesis, Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1436982583

    Chicago Manual of Style (17th edition)

osu1436982583
808
© 2015, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.