How Does Reading Fluency Affect Reading Comprehension In The Elementary Classroom, Poracha Robinson

Masters of Arts in Education Action Research Papers

I conducted a research project at my elementary school. The action research question was how does repeated reading affect reading comprehension in the elementary classroom? The six-week study included third-grade elementary students. To study the impact of repeated reading, students read a fluency sheet for one minute, taking turns. Each week, a comprehension quiz was administered to students to measure their comprehension of the fluency passage read for the week. The study showed that repeated reading had a positive effect on fluency. However, the data failed to show that repeated reading does affect comprehension. More research is needed to confirm …

An Examination Of Reading Interventions At The Upper Elementary Level, Bethany Vangessel

Culminating Experience Projects

Students of all ages face challenges in their reading and while some challenges begin early in learning to read, other challenges develop as students begin reading more complex texts. However, research into the most effective forms of intervention for students who struggle with reading have focused more on beginning readers in the lower elementary grades. As students enter the upper elementary grades, there are increased demands on foundational reading skills with multisyllabic words, comprehension, and the added pressure of standardized testing. Changing demands on reading skills result in a more diverse need to intervention as students may struggle with foundational …

The Effects Of Schema On Reading Comprehension At Coleman Elementary, Celeste Mills

Masters of Arts in Education Action Research Papers

Schema is a framework that helps us organize and interpret information. Developing schema is essential in the comprehension of text. Strong readers can make sense of what they read by seeing how it fits with what they already know. Teachers must help students make connections before, during, and after reading.

Without schema students are unable to infer because making inferences involves creating meaning that is not explicitly stated by the author. Readers use clues in the text plus their personal insights and experiences to make meaning of the text (Roit, 2014). My school is a Title 1 school with a …

Teachers’ Perceptions Of Reading Wonders: Is It Really A Wonder? A Program Evaluation, Myra A. Richardson

Dissertations

Reading programs are essential tools for leaders to use while building literacy. The transfer from instructional delivery to student knowledge should be easily recognizable in the end-of-year assessment data. As the principal analyzing the end-of-year data, I discovered a problem when I struggled to see this transfer in my data. The purpose of this program evaluation was to determine whether teachers perceived Reading Wonders to be an effective reading program for the school district as well as whether the assessment data aligned with teachers’ perceptions. A survey was used to collect responses from the participants and an Excel spreadsheet was …

The Impact Of A Teacher’S Implementation Of The Readworks Digital Reading Program On Second Graders’ Reading Fluency And Comprehension Test Scores, Cynthia Molina

Teaching & Learning Theses & Dissertations

Since elementary school student performance on the end-of-year summative Virginia Department of Education (VDOE) Standards of Learning (SOL) reading test is vital in impacting school accreditation, computer-assisted instruction has become popular. Online reading programs have existed in many elementary schools in Norfolk Public School district since 1996, such as Breakthrough to Literacy (McGraw-Hill Companies, 2002), Istation in 2014 (Mathes, Torgesen, & Herron, 2015), and the i-Ready program from 2015 to 2017 (Curriculum Associates, 2014). The problem is that there is insufficient empirical research supporting the use of the ReadWorks program at several Norfolk, Virginia’s elementary schools.

The purpose of this …

The Effectiveness Of Additional Guided Reading Instruction On Fourth Grade Reading Achievement In A Nj Urban School District Measured By Renaissance Star Reading And The Parcc, Wanda Kopic

Seton Hall University Dissertations and Theses (ETDs)

This study examined if additional Guided Reading instruction increased the oral reading fluency and comprehension of fourth-grade students as measured by the Renaissance Star Reading and PARCC state assessment in a low-socioeconomic school district located in northern New Jersey. Propensity score matching was utilized to select the sample to provide a balanced sampling technique. The final sample was comprised of 12 participating schools which consisted of 374 fourth-grade students during the 2016-2017 school year. Three out of the 12 schools provided additional Guided Reading instruction in addition to the mandatory Guided Reading instruction during the literacy block. The variables that …

The Effect Of Small Group Intervention Activities In An Enrichment Program With Second Grade Students, Kari Dahlgren

Dissertations, Theses, and Projects

Abstract

The purpose of this research was to determine whether the effect of using small group reading intervention activities in an after-school program with second grade students can increase their foundational reading skills and oral reading fluency. The students selected for the study were already enrolled in the after-school program. The study evaluated the reading skills of 12 of the 17 second grade students at Circle of Life Academy. The assessments used were the AIMS-web Plus assessment and Assessing Reading Multiple Measures assessments. The results of the AIMS-web fluency scores showed that those students who received interventions in reading fluency …

The Impact Of Word-Study Intervention Strategies On Students' Measures Of Reading Comprehension And Fluency, Trenisha Weekley

Electronic Theses and Dissertations

Despite the existing research regarding effective word-study interventions for struggling adolescent readers, various researchers propose a need for additional research on effective reading interventions to confirm and extend existing knowledge. The current study specifically investigates the impact of the overt/covert and outside-in word-study instructional intervention strategies on struggling adolescent readers’ fluency and comprehension measures. Paired samples t-tests revealed a significant difference in the pretest and posttest fluency scores of participants receiving either overt/covert or outside-in word-study strategy instruction. However, no significant difference occurred between participants’ pretest and posttest comprehension scores. Additionally, ANCOVA statistical analyses revealed no significant differences between the …

Once More With Feeling: Elementary Classroom Teachers’ Perceptions Of The Effectiveness Of Reader’S Theater, Alissa Marie Allen

Selected Honors Theses

Due to the No Child Left Behind policy of 2001, school systems are held to a higher standard with more advanced curricular aims. The resulting intense focus on content leaves little time for extracurricular activities such as the arts. Yet, educators may still include the arts in their classrooms by integrating the arts into curricular content. For example, the use of an arts integrated reader’s theater gives teachers the opportunity to integrate all four strands of the arts and teach oral reading fluency.

This study was guided by the enquiry of how reader’s theater integrates the arts and influences student …

The Effect Of Literature Mapping Of Basal Vocabulary On Word Knowledge And Comprehension, Andrea Lynn Morris

Doctoral Dissertations

The purpose of this study was to ascertain whether two instructional interventions in reading that utilize literature mapping within a story element frame, T-CaPS MaP via transparency mapping, or computer-designed mapping via Inspiration, would affect reading ability of leveled sixth grade groups. T-CaPS MaP, designed by the researcher, is a combination of well-known story grammars that was used to expand and enhance basal vocabulary instruction. T represents the title of the story, C represents characters in the story; arepresents and; P represents point of view of the author; S represents setting of the story; M represents the mood of …

An Evaluation Of The Accelerated Reader Program In Grades 3–5 On Reading Vocabulary, Comprehension, And Attitude In An Urban Southeastern School District In Virginia, Carol Ann Howard

Theses and Dissertations in Urban Services - Urban Education

The purpose of this study was to study recreational reading in third, fourth, and fifth grade urban students in a school district in Southeastern Virginia. The widely-used Accelerated Reader (AR) was the tool examined in the promotion of recreational reading. Recreational reading studies have been done on a broad economic spectrum (Advantage Learning Systems, 1997; Paul, 1996; Paul, VanderZee, Rue & Swanson, 1996). A gap in knowledge exists as to whether recreational reading programs, using AR, are effective with the urban elementary students. The major research questions determined if recreational reading, using Accelerated Reader, influenced reading vocabulary, comprehension, and attitude …