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RevisedDGThesis 7.19.15 FINAL.pdf (2.89 MB)

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The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade Students At-Risk

Green, DeLayna R
http://rave.ohiolink.edu/etdc/view?acc_num=osu1437495064

Abstract Details

2015, Master of Arts, Ohio State University, Educational Studies.
This study examined the effects of a novel computer software program titled “Reading Relevant and Culturally Engaging Stories (R.A.C.E.S)” on the oral reading fluency and comprehension of urban first-grade students who had been identified as at risk for reading failure. 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 correct words per minute and comprehension was measured by responses to maze passages on both treatment and generalization probes. Four first-grade students participated in the study. Each received instruction at his or her skill level as identified during baseline. In addition to repeated measures of oral reading fluency, pre-and post-test measures were administered to all students. These consisted of Woodcock Reading Mastery Test –Revised subtests of word attack and word identification and Dibels Next Oral Reading Fluency Benchmark assessment and phoneme segmentation. During baseline, treatment, and maintenance conditions, data were collected on the following dependent variables: correct words per minute of orally read culturally relevant passages; correct responses to questions on the corresponding CR mazes; correct words per minute of orally read AIMSweb generalization probes; correct responses to questions in the corresponding AIMSweb generalization mazes; maintenance of comprehension and fluency 1 week after intervention has was completed; correct words per minute on cold reads of CR passages; and participants independence in correctly interacting with the computer software. Treatment probes were given after each story sequence was successfully completed and generalization probes were given after approximately 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-six stories. There were a total of 27 culturally relevant 1st grade stories and 7 culturally relevant 2nd grade stories/treatment probes and 17 generalization passages were available (8–9 generalization passages were used for participants). Results indicated that after 9–13 weeks the packaged intervention was effective for increasing the oral reading fluency and comprehension of practiced culturally relevant passages for all participants. The intervention was also effective for increasing the oral reading fluency and comprehension on all 4 of the participants on novel AIMSweb passages. These findings add to the research base supporting the use of repeated readings for first-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.
Moira Konrad (Advisor)
Ralph Gardner (Committee Member)
Gwendolyn Cartledge (Committee Member)
138 p.
Education
oral reading fluency, repeated reading, computer-assisted instruction, culturally relevant, urban learners

Recommended Citations

Citations

  • Green, D. R. (2015). The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade Students At-Risk [Master's thesis, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437495064

    APA Style (7th edition)

  • Green, DeLayna. The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade Students At-Risk. 2015. Ohio State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1437495064.

    MLA Style (8th edition)

  • Green, DeLayna. "The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade Students At-Risk." Master's thesis, Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437495064

    Chicago Manual of Style (17th edition)

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