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Using Common Formative Assessments To Guide Fluency Instruction, Kelly Adrian, Abbigail Volek, Christa Ranweiler
Using Common Formative Assessments To Guide Fluency Instruction, Kelly Adrian, Abbigail Volek, Christa Ranweiler
Masters of Arts in Education Action Research Papers
In the Spring of 2013, first-grade literacy data were reviewed and we concluded that changes needed to occur with teacher instructional methods to ensure growth in student reading fluency. We collaborated to find what effect common formative assessments would have on teachers’ abilities to help students meet reading fluency benchmarks. Data were collected on 52 first-grade students within three classroom settings. Throughout this process, teachers monitored student progress toward proficiency in reading fluency, in particular rate, through the use of common formative assessments, teacher observation notes and teacher collaboration. After the data collection period, results showed that the use of …
Closing The Reading Fluency Gap In Six Minutes, Amy Hanzal
Closing The Reading Fluency Gap In Six Minutes, Amy Hanzal
Masters of Arts in Education Action Research Papers
The purpose of this action research project was to determine the effects of the implementation of the intervention, The Six Minute Solution, on student oral reading fluency scores. The research study took place in two small reading groups at Rita Murphy Elementary school in Bismarck, ND. One group consisted of three third grade students and one fourth grade students. The second group was made up of three fourth grade students. A total of four data sources were used in the collection of data. These data sources included a district required assessment; AIMSweb benchmark and progress monitoring, The Six Minute Solution …
Exploring Rti Reading Intervention For Hispanic English Learning Kindergarten Students In Central Alabama:, Kelly Leah Hill
Exploring Rti Reading Intervention For Hispanic English Learning Kindergarten Students In Central Alabama:, Kelly Leah Hill
All ETDs from UAB
This study addressed issues in implementing RTI Tier II reading intervention in kindergarten classrooms which contained Hispanic students learning English. In addition, the scope of reading progress of Hispanic students learning English was explored. The purpose of this research was to examine the frequency in providing RTI reading interventions and how they were implemented in kindergarten with Hispanic children who are learning English. This study employed an explanatory sequential (Quan QUAL) mixed methods design (Creswell & Plano Clark, 2011). To address the purpose of the study, the overarching mixed methods question was: What is the frequency of RTI Tier II …