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1
Hill, Diane Kay. "An investigation of the sufficiency of a fluency building and fluency building plus comprehension skills of low-fluency second- and third-grade readers /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3102167.
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Thesis (Ph. D.)--University of Oregon, 2003.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 119-123). Also available for download via the World Wide Web; free to University of Oregon users.
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Talada, Jessica A. "The relationship between oral reading fluency and comprehension." Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.
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Vargas, Dolores Judy. "Fluency and comprehension process for English language learners." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3340.
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The purpose of this study is to reengage low-performing students. This study will incorporate meaningful activities, strategies, and techniques to improve reading, writing, listening, and speaking skills.
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McGraw, Kelly A. "Identifying valid measures of reading comprehension : comparing the validity of oral reading fluency, retell fluency, and maze procedures /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1196411101&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
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Thesis (Ph. D.)--University of Oregon, 2006.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 103-108). Also available for download via the World Wide Web; free to University of Oregon users.
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Beers, Scott F. "Reading fluency and adolescent students' reading processes during writing /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7700.
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Andreason, Traci Tomi. "Improving Reading Fluency and Comprehension in Intermediate L2 Japanese Learners." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5480.
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This study explores the effects of different methods employed by language teachers, namely assisted repeated reading (Taguchi, Gorsuch, Takayasu-Maass, & Snipp, 2012) and morphological and syntactic explanation (Tong, Deacon, & Cain, 2013), to improve language learners' reading fluency and reading comprehension, respectively. Volunteers from students enrolled in Japanese 301 through 322 classes at Brigham Young University (BYU) participated in this study. The participants (a) submitted a background questionnaire and consent form, (b) attended a one-hour session in the testing lab, and (c) attended a second one-hour session in the testing lab. Each testing session consisted of the participants making a pre- and post- reading recording and taking reading comprehension tests for two separate reading scripts. Each participant submitted a total of eight reading recordings and eight sets of answers to five reading comprehension questions. The reading texts were chosen from 3-kyu (3rd level of 5, which was deemed to be intermediate by the researcher) of the Japanese Language Proficiency test (JLPT), with a minor modification. Each recording and answer sheet submission was then graded and recorded. The differences between the pre- and post-test scores were then examined to determine the effectiveness of each treatment employed. The treatments included were: (a) assisted repeated reading, (b) assisted repeated reading followed by morphological and syntactic explanation, (c) morphological and syntactic explanation, and (d) morphological and syntactic explanation followed by assisted repeated reading. The analysis of the resultant data revealed that although there was a statistically significant increase in scores for each of the methods and there were differences in the scores between the different methods, there was not a significant difference between the methods. However, one of the important implications that can be drawn from this study is that a short fluency-building exercise of 2-5 minutes can yield significant gains in the language learners, in both reading fluency and in reading comprehension.
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Anderson, Lisbeth W. "Oral reading fluency practice in fourth-grade classrooms /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055665.
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Thesis (Ph. D.)--University of Oregon, 2002.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 48-52). Also available for download via the World Wide Web; free to University of Oregon users.
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Bailey, Jennifer Marie. "Reading poetry for improved adolescent oral fluency, comprehension, and self-perception." Thesis, Wichita State University, 2009. http://hdl.handle.net/10057/2439.
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This study was designed to explore the effects of oral fluency instruction and strategies on struggling adolescent readers’ prosody, comprehension and self-perception as readers. Additionally, this study sought to determine if relationships exist between performances in adolescent oral fluency and comprehension, prosody and comprehension, and oral fluency and reader self-perception.
Prior to and immediately after the intervention, assessments were administered. Oral fluency was assessed with Rasinski’s (2004) oral reading multidimensional fluency scale. To determine students’ reading comprehension levels, the Brigance Comprehensive Inventory of Basic Skills reading comprehension subtest was used. Reader’s self-perception was measured with Henck and Melnick’s (1995) Reader Self Perception Survey.
The study included eight high school students who were identified as struggling readers. During fifteen class sessions, the students participated in an intervention which used poetry and five oral fluency strategies: model, guided, repeated, paired, and performance reading. The analysis of pre and post tests revealed statistically significant improvements in comprehension, fluency, and reader self-perception. However, only fluency and comprehension gains indicate a statistically significant relationship.<br>Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction
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Williams, Cathy Harris Brabham Edna R. "Effect of independent reading on fourth graders' vocabulary, fluency, and comprehension." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Curriculum_and_Teaching/Dissertation/Williams_Cathy_38.pdf.
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Robson, Cathy. "Effects of Feedforward Video Self Modelling on Reading Fluency and Comprehension." Thesis, University of Canterbury. Psychology, 2013. http://hdl.handle.net/10092/8672.
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Being able to read at a fluent rate has many advantages to the individual in both educational and wider social contexts throughout life. To be a fluent reader means that the individual can sustain high accuracy while reading at a rate appropriate to the material and the setting, and implies the development of automaticity in the cognitive processes involved in reading. Fluency has not, however, been the focus of much research. In this study an observational learning technique - feedforward video self modelling (FFVSM) - was used to improve children’s reading fluency. Eleven primary school children aged between 72 and 108 months, 4 girls and 7 boys, viewed edited video footage of themselves seemingly reading a difficult text at a fluent rate six times over a two week period. The results showed that the majority of the children improved their reading fluency, comprehension and accuracy, as well as their reader self-perception (a proxy measure of self-efficacy). These positive results suggest that FFVSM could be a rapid, cost effective intervention to be used within educational settings to promote fluent reading.
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Hamilton, Chad R. "The "word caller" phenomenon : teacher's judgments of reading comprehension and fluency /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3018366.
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Thesis (Ph. D.)--University of Oregon, 2001.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 113-120). Also available for download via the World Wide Web; free to University of Oregon users.
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Steele, L., G. Podyin, and Edward J. Dwyer. "Enhancing Reading Fluency and Comprehension Using Stick Puppets in the Library." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/3333.
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The authors suggest that students need to become physically as well as academically involved in their learning. In this light, there are procedures presented for having students make stick puppets that can be used in a variety of learning activities including, but not limited to, readers' theatre and story retelling. We propose that fables can provide a good foundation for developing activities featuring stick puppets, speaking and reading fluency oriented activities. We enncourage teachers and librarians to help make the puppets in order to incorporate first-hand knowledge of the procedures for their students.
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Robinson, Marc V. "Examining the relationship between vocabulary knowledge, oral reading fluency, and reading comprehension /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181126.
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Thesis (D.Ed.)--University of Oregon, 2005.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 76-80). Also available for download via the World Wide Web; free to University of Oregon users.
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Bloomquist, Christy L. "An Examination of the Relationship of Oral Reading Fluency, Silent Reading Fluency, Reading Comprehension, and the Colorado State Reading Assessment." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/5667.
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This study evaluated how measures of oral reading fluency (ORF) and silent reading fluency (SRF) compare as predictors of reading comprehension and how these predictors vary as a function of proficiency level for fourth- and fifth-grade students. Additionally, the study sought to examine the relationship between measures of oral reading fluency, silent reading fluency, reading comprehension, and the Transitional Colorado Assessment Program (TCAP) with these students. Participants were 175 fourth- and fifth-grade students from two randomly selected schools in Colorado. A correlational predictive design was used. Results indicated that measures of ORF and SRF were predictors of reading comprehension and that the relationship of measures of ORF and SRF with comprehension changes over time. Regression analysis results indicated that 45.0% of the variance in reading comprehension was accounted for by the ORF measure for the sample population, as compared to 53.0% of the variance accounted for by SRF measures. Thus, measures of SRF might be a better predictor for maturing readers to determine reading proficiency, monitor student progress, and guide instructional practices.
A structural equation model (SEM) analyzed the relationship of the measure of SRF with reading comprehension as moderated by proficiency level. Analysis for the SRF measure by reading proficiency was conducted at the whole group level. The model accounted for 59.0% of the moderation. Results indicated that reading proficiency level and the SRF measure were both associated with reading comprehension. Reading proficiency level is a significant moderator of the relationship between measures of reading comprehension and SRF.
A SEM mediation model was used to analyze the relationship of measures of ORF, SRF, reading comprehension, and TCAP. The direct effects of the ORF and SRF measures on TCAP were both predictive with 66.0% of the variance accounted for with SRF measure and 66.5% of the variance accounted for with ORF measure.
Results indicated that as grade level increases, the relationship between measures of ORF, SRF, and reading comprehension changes. Additionally, SRF measures can be a viable alternative to ORF measures for upper elementary students as a predictor of reading comprehension and on the TCAP high-stake assessment.
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Evanchan, Gail E. "The Development of Fluency and Comprehension Literacy Skills of Second Grade Students by Providing Regular Use of the Fluency Development Lesson." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1436962237.
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Zwick, Michael Jeffrey. "The Effects of Explicit Instruction on the Development of Reading Fluency." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3739.
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Developing reading fluency in a first language (L1) is a topic that has received a considerable amount of attention. Developing reading fluency in a second language (L2), however, has received relatively little attention (Grabe, 2009). Anderson (2008) defines reading fluency as "reading at an appropriate rate with adequate comprehension." For adult ESL learners, Anderson suggests a minimum rate of 200 wpm with at least 70% comprehension. Previous studies that have been conducted on L2 reading fluency focus primarily on reading rate development. This study seeks to combine rate development and comprehension development to effectively foster L2 reading fluency. Doing so will provide an answer to the question, what effect does consistent reading fluency instruction have on adult ESL readers in terms of their reading rate and reading comprehension scores? The 362 participants involved in this study are adult ESL students enrolled at the English Language Center at Brigham Young University in Provo, Utah. At the beginning and the end of each semester of the four semester-long study, each participant's reading rate and reading comprehension were evaluated. Each pretest and posttest used for evaluation included a reading passage and comprehension questions. The reading passages in each test were level appropriate with the posttest always being more difficult than the pretest to account for the natural learning that takes place during the duration of a semester. In between the pretest and posttest assessments, reading teachers were asked to implement one rate development activity or one comprehension development strategy on a daily basis. The results from the McNemar procedure support the hypothesis that consistent reading fluency instruction effectively builds reading fluency by positively influencing rate development and comprehension development (p < .001374). The majority of the participants were not able to attain Anderson's (2008) standard of reading fluency by reading 200 wpm with 70% comprehension. Of the 362 participants that received one semester of treatment, 52 (14.36%) reached Anderson's standard of fluency. Of the 139 participants that received two semesters of treatment, 31 (22.30%) reached Anderson's standard of fluency. An analysis of reading rate and reading comprehension scores shows that the average participant, although still not considered a fluent reader, made notable progress toward fluency. Implications of these results, limitations, and suggestions for future are discussed at the conclusion of this thesis.
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Azaizeh, Khalid. "Reading fluency and comprehension in the Arab elementary schools in Israel : mediating factors." Thesis, University of Brighton, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263097.
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Nelson, Annie Hirt. "Effects of Reading Comprehension and Fluency Abilities on the N400 Event-Related Potential." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1721.
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The purpose of this study is to add to the knowledge of reading development by investigating reading processes from a neurocognitive and educational perspective. This study seeks to provide some insight about reading development for the neuroscience field. The goals of this study are to attain a clearer picture of reading development by using both behavioral assessments and event-related potentials (ERPs), and to begin to bridge the gap between both fields of study. Children between the ages of 7 and 13 were placed in one of two groups depending on their reading comprehension levels for the first analyses, and reading fluency levels for the second analyses. Children were asked to read active, active violation, passive and passive violation sentences, that had been manipulated to contain primed semantic context. Brain waves were recorded during the task. Repeated measures ANOVAS were used to analyze the mean N400 like amplitudes for the groups for the sentence ending target words. The lower fluency group had the largest amplitudes for all sentence types even though the sentences were two grade levels below their actual fluency levels; decoding and reading rate were not a problem for them in the reading task. Also, the lower fluency group processed the anomalous sentences very differently than the lower comprehension group whose average age was close to the same. Other N400 like amplitudes differences among the groups were observed. Implications for reading education consist of reintroducing the sentence processing exercises back into the classroom instruction in order to improve reading comprehension skills among fluent readers with comprehension problems.
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Albrecht, Michael J. "The Effects of Repeated Readings and Question Generation on Reading Fluency and Comprehension." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1241734871.
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Ocana, H. Vanessa. "Effects of Extended Explicit Systematic Phonics Instruction on Adult L2 Fluency." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3032.
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Reading may be viewed as an invisible skill, and some may even consider it a passive skill. However, reading is an active and complex skill. It requires one to use a wide range of skills simultaneously to achieve fluency. Hence, it is crucial to learn and use strategies to master such a complex skill. Today, research states that fluent reading includes using top-down and bottom-up strategies, or an interactive approach, to truly become a fluent reader. In fact, research has shown the effects that all three models have had on students. More specifically, L1 studies have shown positive effects in using phonics instruction (a type of bottom-up model) on students' reading fluency. Although this is true, there has been little research in L2 settings that investigates the effects that phonics instruction has had on L2 learners. It seems that L2 reading curricula focus on teaching top-down strategies in hopes that students implicitly learn bottom-up strategies. In reality, students may need to experience a transitional phase where they explicitly learn phonics and how to decode words in order to become fluent readers. The current study seeks to explore whether implementing extended explicit systematic phonics instruction in an L2 setting facilitates reading fluency. Thus, the goal of this study was to investigate whether extended explicit systematic phonics instruction would affect L2 students' reading fluency in terms of decoding, reading rate and comprehension. Two groups of students participated in this study; an experimental group who received extended explicit systematic phonics instruction and a control group who did not receive the treatment. Two types of exams were administered. One exam indicated that phonics instruction helped students read words accurately, but the second exam illustrated that phonics instruction did not make a difference in decoding, reading rate and comprehension. These results suggest further exploration on the topic.
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Moore, Kenneth L. "Effectiveness of a Computer-Based Program for Improving the Reading Performance of Deaf Students." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/eps_diss/94.
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The purpose of this study was to determine if the use of the reading component of Ticket to Read®, a computer-based educational program, developed to improve hearing students’ fluency could improve deaf students’ fluency in order to improve comprehension. Fluency, the ability to read text accurately and automatically, forms a bridge from decoding to comprehension. This research is significant because the median reading level of deaf students who graduate high school has remained around a fourth grade level equivalent for the past thirty years, and there is a paucity of research that examines evidence-based practices to improve the reading performance of deaf students. There were 27 subjects in this study from an urban day school for the deaf. A dependent t-test was conducted using the subjects’ scores on a pretreatment and posttreatment reading assessment after nine weeks of treatment. No significant difference from pretreatment to posttreatment assessment was found, t(26) = 1.813, p > .05. In addition, an exploratory analysis using treatment and control groups was conducted using a quasi-experimental design based on mean gain scores from a pretreatment and posttreatment reading assessment. Twenty-seven pairs of subjects were matched on ethnicity, gender, and grade level to determine the main effect of treatment, the interaction effect of treatment and gender, and the interaction effect of treatment and grade level. No significant difference was found for the main effect of treatment, F(1,42) = 1.989, p >.05. Statistical significance was not found for the interaction between treatment and gender, F(1,50) = 1.209, p >.05. Statistical significance was not found for the interaction between treatment and grade level, F(2,48) = .208, p >.05. The results of this study have implications in the field of deaf education and are congruent with the findings of similar studies involving Repeated Readings to influence comprehension. Although significant tests were non-significant regarding students’ improvement on the reading assessment after the intervention, the direction and magnitude of the mean differences effect sizes for students in the treatment group support the need for further research regarding the evaluation of computer-based educational programs that can be used as effective educational strategies to improve deaf students’ reading performance.
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Hughes, Valencia Z. H. "The Play's The Thing: Staging for Success in Reading Comprehension and Fluency with Theatre Infused Curriculum." Thesis, Boston College, 2014. http://hdl.handle.net/2345/3900.
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Thesis advisor: David Scanlon<br>Students' with moderate special needs learning difficulties often manifest as reading struggles. These students commonly struggle with decoding words because of weak phonics skills, limited automatic recognition of high frequency words and/or limited vocabulary. A further challenge for the struggling readers is to focus on comprehension while decoding. Given that these students reading comprehension and fluency generally do not improve commensurate with reading demands as they move through school, exploring other possibilities such as the use of theatre arts techniques to teach English/Language Arts may identify an alternative intervention that builds comprehension and fluency in academic reading. Through my experience as a teacher I have used theatre in the classroom as a teaching and motivational tool. This study was conducted using a multiple case study design accompanied by the teacher researcher's perspective on the impact of the theatre infused curriculum. This dissertation focuses on the effect of a reading comprehension and fluency curriculum infused with theatre techniques on students' with moderate special needs literacy engagement, fluency, and comprehension. Informing this study is empirical research on teaching reading comprehension and fluency to students with moderate disabilities, as well as empirical research on the use of theatre techniques in curriculum. Data included reading performances and outcomes, observations of students, a teacher reflection journal, and student interviews. Thematic analysis was used to develop codes to inform the study's major themes. The study has four main findings: study participants who put in the most effort increased their comprehension score, all study participants, regardless of their reading levels or reading rates on the pre-test, made improvements on both by the end of the nine week study, writing assignments in the character analysis and skit writing activities require longer periods of exposure for the study participants to master them, and performing builds confidence over time, in a supportive environment<br>Thesis (PhD) — Boston College, 2014<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Teacher Education, Special Education, Curriculum and Instruction
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McCoy, Booth Joyce Diane. "Evaluation of the Focused Reading Intervention Program for Middle School Struggling Readers." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7698.
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This mixed methods study of an in-school Focused Reading Program employed a quasi experimental pre-posttest design to examine program effectiveness and Vygotsky's sociocultural theory as the theoretical framework. The quantitative research question inquired whether the program resulted in a significant difference in reading performance for participants receiving the instruction based on pre and post measures. Data analysis for this component involved descriptive and inferential statistics. Pre- and posttest scores for the combined groups of seventh and eighth graders were analyzed for significant differences through an independent t- test. The results revealed there was a statistically significant difference between the pre-posttest scores for seventh graders and the scores for eighth graders. Two qualitative questions inquired of the extent to which the Focused Reading Program was implemented with fidelity and teachers’ and intervention tutors' perceptions of the program’s strengths and challenges. Data analysis for the qualitative component followed procedures for content analysis which included identifying themes based on the frequency of similar words and expressions from interviews and open-ended survey questions. The emerging themes of Program Flexibility, Peer-Learner Focused, and Learning and Behavior revealed the program was implemented with fidelity. Leading program strengths were attendance, program schedule, methods for improving performance of struggling readers, and student engagement. Leading challenges included support services, resources, time for extended activities, and professional development. The study is intended to have a social impact in demonstrating ways to promote reading performance. The results will contribute to literacy research illustrating the effectiveness of an intervention that may remedy reading deficiencies among middle school students
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Sailer, Jennifer K. "The effects of reader's theater on 6th grade students' fluency, comprehension, and reading attitude." Diss., Click here for available full-text of this thesis, 2006. http://library.wichita.edu/digitallibrary/etd/2006/t036.pdf.
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Swan, Meaghan Opuda. "Effects of peer tutoring on the reading fluency and comprehension of seventh grade students." Thesis, University of Southern Maine, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3632801.
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<p> This study examined the efficacy of peer tutoring, specifically Peer Assisted Learning Strategies (PALS), as supplemental instruction for middle school students with reading difficulties. A multiple baseline across individuals design was used to demonstrate changes in oral reading fluency and reading comprehension. The results of this study suggest that students who participated in PALS did not substantially increase reading fluency or comprehension when analyzed on the basis of non-overlapping data points. Nonetheless, two of the three underperforming students improved their reading skills such that they were no longer in the at-risk range by the end of the study. The third lower-performing student did make important gains over the course of the study. Notably, the lower-performing participants perceived themselves as having made gains in reading and they attributed these gains to working with a partner. The limitations and implications of future research are discussed. </p>
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Black, Laura Ashley. "The Effects of Reader's Theater on Reading Comprehension and Fluency of Fifth-Grade Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1958.
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According to the National Institute of Child Health and Human Development, an estimated 75% of students who are poor readers in 3rd grade continue to be poor readers in 9th grade. Although much research has been conducted on this topic, engaging and successful reading programs that put theory into practice are scarce. Reader's theater is a strategy students use to collaborate, rehearse, and critique one another while the teacher offers support and modeling. The research questions addressed the effectiveness of using Reader's Theater to improve scores in reading fluency and comprehension. LaBerge and Samuels' automaticity theory was used as the theoretical foundation for the study. A quasi-experimental control group design was used with a convenience sample of 50 students from 2 fifth-grade classrooms. Preexisting pre- and posttest scores of fluency and comprehension were analyzed using a t test. The results showed no significant differences among groups in their gain scores; however, in regards to comprehension, there was 0.40 point gain among students with disabilities. Findings were presented to stakeholders through a program evaluation report, which recommended the continuation of Reader's Theater during the 2015-2016 school year. While findings were not significant, they do support social change by giving teachers a valid reason to engage readers in meaningful, repeated readings that can increase reading comprehension and enable both struggling and thriving students to better comprehend text and become higher achieving readers.
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Faulhaber, Jillian Michele. "Effects of Repeated Readings on Fluency and Comprehension for Middle School Students with Disabilities." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468338807.
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Koch, Kimberly Bonice. "Increasing fluency in struggling readers through newspaper reading." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3272.
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The focus on this study was on improving the oral reading fluency of third grade students who struggle in reading. One third grade teacher and six of her students participated in this 4 week study that examined the effect on fluency of newspaper reading and various constructive reading and engagement activites. These six students were assigned to an Optimal Learning Model pull-out fluency instruction using the newspaper as text. Results from the Developmental Reading Assessment instrument reveal significantly improved effects in the number if miscues, correct words per minute, and prosody for the six students. From the results, it is evident that struggling readers benefit from high-quality fluency instruction.
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Siyothula, Ayanda. "Reading for understanding: An investigation into teachers’ reading comprehension strategies in Grade three isiXhosa Home Language classrooms in the Western Cape." University of the Western Cape, 2019. http://hdl.handle.net/11394/6963.
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Magister Educationis - MEd<br>Reading is one of the components of literacy that plays a crucial role in accessing knowledge. It develops the children’s mind and stimulates their understanding of the reading content and enables them to function and communicate effectively in society. Research conducted in the field of literacy suggests that there is a literacy crisis (especially in reading), around the world. Recent research indicates that South African Foundation Phase learners perform poorly in reading comprehension. Considering poor literacy results observed in South Africa, it is important to explore reading as a socio-cultural and cognitive practice and to identify the factors that contribute towards adequate acquisition of reading comprehension skills in the Foundation Phase. Thus the focus of this study is on reading comprehension in isiXhosa Home Language which is used as the main language of learning and teaching from Grade R - 3. I have used a qualitative approach as an underpinning research methodological framework for this study. Data was collected by means of interviews and classroom observations from two selected Grade three classrooms in one primary school in the Western Cape. The findings of this study illustrate the significance of learners’ prior knowledge and the use of adequate resources to enhance learners’ reading comprehension. The study concludes that reading comprehension is a cognitive process that demands innovative teaching approaches that will facilitate meaningful learning across the curriculum.
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Blamey, Katrin L. "The effects of two repeated reading treatments on fluency and comprehension of second grade students." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 216 p, 2008. http://proquest.umi.com/pqdweb?did=1601517141&sid=13&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Deboy, Sara. "The Predictive Relationship Between Oral Reading Fluency and Comprehension As It Relates to Minority Students." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13294.
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The prominent use of DIBELS as a screening and placement tool has provided schools and districts the ability to implement interventions and best practices for students, particularly in the primary grades. Although many studies have highlighted the predictive validity of oral reading fluency (ORF) to anticipate reading performance, few have extended that research to examine the performance of ethnic and economic subgroups as compared to non-minority peers. Disaggregating the data to study specific populations can expose whether ORF's relationship with reading comprehension depends on group membership and ultimately improve the quality of the assessment. This study examines the predictive validity of DIBELS ORF for two types of comprehension scores within a racially and ethnically diverse second grade cohort.
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Amspaugh, Leigh Ann. "Effects of Student Choice on Delayed Reading Comprehension and Reading Fluency Across Three Reading Interventions." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu155528364333277.
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Lee, Sylvia Elaine. "The Impact of Working Memory Training on Third-Grade Students' Reading Fluency and Reading Comprehension Performance." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/958.
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The current study explored the relationship between working memory (WM) and reading performance in 50 typically-developing third-grade students, as well as the effect of WM-training on their WM, reading fluency, and reading comprehension skills. Half of the sample was randomly assigned to the experimental group, while the other half was placed in the control group. Children in both groups participated in a battery of WM and reading assessments preceding and following three weeks of computer game play. The children in the experimental group played a WM-training computer game for about 10 minutes a day (Monday-Friday) for three weeks, while children in the control group played a computer game that required sustained attention, but did not have a WM component. It was hypothesized that WM performance would predict reading performance, such that better WM ability would be associated with better reading ability. Furthermore, it was predicted that WM span would mediate the relationship between reading fluency and reading comprehension. In terms of WM training, it was hypothesized that WM training would significantly improve the experimental group's performance on the measures of WM, reading fluency, and reading comprehension relative to the control group. Results indicated that WM ability significantly predicted performance on measures of reading fluency and reading comprehension at pre-test; however, WM performance was not observed to mediate the relationship between reading fluency and reading comprehension despite being closely associated with both skills. Finally, although children in the experimental group did not show improvements in WM performance relative to those in the control group on transfer tasks, they did demonstrate improvements in reading fluency and reading comprehension. The findings of this study not only suggest that WM ability is closely related to reading skills, but also that WM training may serve as another route to further improve and develop students' literacy abilities.
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Yurick, Amanda L. "The Effects of Oral Repeated Readings on the Fluency and Comprehension Skills of Urban Elementary-Aged Students." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392031202.
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Rausch-Aviles, Ann. "The Effect Of Guided Reading And Word-mapping On Vocabulary, Comprehension And Fluency Of Struggling Adolescent Readers." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/107001.
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CITE/Language Arts<br>Ed.D.<br>Educational research has demonstrated that there is a correlation between struggling readers and poor vocabulary knowledge skills. In this quasi-experimental study 53 fifth and sixth grade struggling reader in a low socioeconomic suburban school district were assigned to one of three treatments designed to improve their knowledge of 30 high frequency words by: 1) a word-mapping treatment in which students focused on the definition, synonyms, a sentence and drawing to illustrate the meaning of the targeted words; 2) a guided reading treatment in which students were presented with four different reading passages and asked to focus on and define the targeted words; and 3) a control treatment in which the district-wide use of flashcards drill and practice were used to learn words from the high frequency list. Students completed pre-tests and four week delayed post-tests after the treatment on each of five measures. Sentence construction was tested after the treatments were completed. Analysis of Covariance and correlated t-tests were done to investigate two questions: 1) Considering each treatment on its own, did word mapping, guided reading and flashcards treatments have a significant effect on vocabulary knowledge, comprehension, word recognition, fluency, sentence completion and sentence production; 2) Were there significant differences among the word mapping , guided reading and flashcard treatment groups? There were significant differences at the post-test among the three groups for word recognition and fluency.<br>Temple University--Theses
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Ari, Omer. "Effects of Wide Reading Vs. Repeated Readings on Struggling College Readers' Comprehension Monitoring Skills." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/msit_diss/61.
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Fluency instruction has had limited effects on reading comprehension relative to reading rate and prosodic reading (Dowhower, 1987; Herman, 1985; National Institute of Child Health and Human Development, 2000a). More specific components (i.e., error detection) of comprehension may yield larger effects through exposure to a wider range of materials than repeated readings (Kuhn, 2005b). Thirty-three students reading below college level were randomly assigned to a Repeated Readings (RR), a Wide Reading (WR), or a Vocabulary Study (VS) condition and received training in 9 sessions of 30 minutes in a Southeast community college. RR students read an instructional-level text consecutively four times before answering comprehension questions about it; WR students read four instructional-level texts each once and answered questions while the VS group studied and took a quiz on academic vocabulary. An additional 13 students reading at college level provided comparison data. At pretest, all participants completed the Nelson Denny Reading Test, Test of Word Reading Efficiency, Error Detection task (Albrecht & O'Brien, 1993), working memory test, Metacognitive Awareness of Reading Strategies Inventory (MARSI; Mokhtari & Reichard, 2002), a maze test, Author Recognition Test (ART), and reading survey. All pretest measures except for the ART and reading surveys were re-administered at posttest to training groups. Paired-samples t-test analyses revealed (a) significant gains for the WR condition in vocabulary (p = .043), silent reading rate (p < .05), maze (p < .05) and working memory (p < .05) (b) significant gains for the RR students in silent reading rate (p = .05) and maze (p = .006) and (c) significant increases on vocabulary (p < .05), maze (p = .005), and MARSI (p < .005) for the VS group at posttest. Unreliable patterns of error detection were observed for all groups at pretest and post-test. Results suggest that effects of fluency instruction be sought at the local level processes of reading using the maze test, which reliably detected reading improvements from fluency instruction (RR, WR) and vocabulary study (VS) in only 9 sessions. With significant gains on more reading measures, the WR condition appears superior to the RR condition as a fluency program for struggling college readers. Combining the WR condition with vocabulary study may augment students’ gains.
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Tamrackitkun, K. "Extensive reading : an empirical study of its effects on EFL Thai students' reading comprehension, reading fluency and attitudes." Thesis, University of Salford, 2010. http://usir.salford.ac.uk/11924/.
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This study investigated reading comprehension, reading fluency and attitudes of students after exposure to extensive reading (ER), an approach to teaching and learning foreign languages without using a dictionary or focusing on grammar, but aiming to get learners to read extensively by choosing books on their own, for general comprehension, good reading habits and enjoyment (Day and Bamford 1998; Prowse 1999). It was conducted in the Thai context with English as foreign language (EFL) students at Rajamangala University of Technology Thanyaburi (RMUTT) in Thailand during a period of four months, one academic semester. The teaching procedure conformed to the principles of ER with a wide-ranging selection of graded reader books. Multiple measurements used to assess comprehension with three narrative texts were written recall protocol, and translation tests; multiple choice questions with twelve texts in timed reading to assess reading fluency; and a survey questionnaire as well as an in-depth interview to gather data on attitudes towards extensive reading. The study employed a double-control pre- and post-test (Solomon) design: two experimental groups (N = 52 and 50) and four control groups (N = 46, 48, 42, and 46) of which two are excluded from the pretest to separate out the effects caused by using the same instruments. The findings suggest positive effects of ER on the learners’ reading comprehension and provide conclusive evidence of reading fluency improvement together with a positive attitude towards ER. The study also revealed that credit or score is a key factor to encourage students to read and they preferred reading in a controlled situation in class including taking the tests of timed reading. The thesis discusses the possibility of using testing as a pedagogical tool for the improvement of reading skills. Implications drawn from the findings suggest that in order to maximize the benefits of ER, an adjustment of procedures is essential prior to the integration with language courses in the Thai and other similar contexts.
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Nouvelle, Renee C. "The effects of oral reading fluency on reading comprehension for students with reading disabilities and specific learning disabilities." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/823.
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The gap in reading achievement continues to be consistent, despite No Child Left Behind goals to narrow these gaps among minority and other subgroup populations. This gap is especially profound for students with disabilities, and any evidence to support progress monitoring of oral reading fluency (ORF) and comprehension will inform educational policy and practice. The theory of automaticity explains that a reader can focus more attention on the meaning of a reading passage when less attention is needed for word and sound recognition. The literature has suggested that reading comprehension can be improved through efforts to improve ORF. The central purpose of this quantitative, correlation study was to determine the relationship between gains in ORF and gains in reading comprehension of both informational and literary texts among 46 students in Grades 3 through 6 with reading difficulties and specific learning disabilities in a rural southern U.S. school district. A second purpose was to determine whether repeated readings or cold reads is the better predictor of reading comprehension. Gains in ORF rates over a 10-week period, determined by the difference in pre- and postmeasurements on two curriculum-based measures of ORF, were regressed on reading comprehension scores on the Measures of Academic Procedures test. There was not a statistically significant relationship between ORF and reading comprehension gains, and neither repeated readings nor cold reads was statistically a better predictor of reading gains. The findings offer several suggestions for the continuation of support for students who struggle with the reading process. Implications for social change included improved reading levels for those with reading and other specific learning disabilities.
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Baker, Doris Maria Luft. "Relation between oral reading fluency and reading comprehension for Spanish-speaking students learning to read in English and Spanish /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1404335811&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.
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Thesis (Ph. D.)--University of Oregon, 2007.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 113-118). Also available for download via the World Wide Web; free to University of Oregon users.
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Paleologos, Timon M. Brabham Edna R. "The effectiveness of DIBELS oral reading fluency as a predictor of reading comprehension for high- and low-income students." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/doctoral/PALEOLOGOS_TIMON_23.pdf.
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Moore, Sarah Letitia. "The effects of an oral reading activity on rates of oral reading." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1186828829.
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Card, Marilyn P. "The Effects of a Reading Comprehension Intervention Package on Increasing Third Grade Students' Comprehension Skills." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2440.
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Increasing students' reading comprehension involves the use of targeted strategies and effective instruction. Previous research has shown that instruction in individual skills such as vocabulary acquisition, reading fluency, writing, and story mapping help increases students' reading comprehension. However, few studies have explored combining these skills and their cumulative effects, if any, on reading comprehension. The purpose of this quasi-experimental secondary analysis study was to examine the effects of adding a reading comprehension instruction package (RCIP), which includes vocabulary acquisition, reading fluency, and writing, to instruction in story mapping alone. Constructivist theory was used as the theoretical framework for this study. Purposeful sampling was used to recruit 8 students with low reading achievement as indicated by their performances on the Florida Comprehensive Assessment Test. The single-case, multiple-probe design across subjects was used to intermittently collect data, which were the correct responses per 3 minutes using the Curriculum Based Measure-Reading Maze. The data were visually analyzed by looking at data points and trend lines directionality using the percentage nonoverlapping data along with the Cohen's d effect size. Although this study showed mixed results and were not statistically significant, it could still contribute to positive social change. The findings have a small to medium effect size impact on students' reading comprehension; 3 out of 4 students who completed the study surpassed their expected goal. The results from this study may provide teachers with tools for improving the foundational reading skills of struggling readers, thus enabling their students to succeed in school and become productive members of society.
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Acquavita, Teri L. "A Longitudinal Exploration of the Relationship Between Oral Reading Fluency and Reading Comprehension Achievement Among a Sample of Diverse Young Learners." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/742.
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Exploring the relationship between early oral reading fluency ability and reading comprehension achievement among an ethnically and racially diverse sample of young learners from low-income families, attending elementary school within a large public school district in southeast Florida is the purpose of this longitudinal study. Although many studies have been conducted to address the relationship between oral reading fluency ability and reading comprehension achievement, most of the existing research failed either to disaggregate the data by demographic subgroups or secure a large enough sample of students to adequately represent the diverse subgroups.
The research questions that guided this study were: (a) To what extent does early oral reading fluency ability measured in first, second, or third grade correlate with reading comprehension achievement in third grade? (b) To what extent does the relationship of early oral reading fluency ability and reading comprehension achievement vary by demographic subgroup membership (i.e., gender, race/ethnicity, socioeconomic status) among a diverse sample of students?
A predictive research design using archived secondary data was employed in this nonexperimental quantitative methods study of 1,663 third grade students who attended a cohort of 25 Reading First funded schools. The data analyzed derived from the Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency (DIBELS ORF) measure administered in first, second, and third grades and the Florida Comprehensive Assessment Test of the Sunshine State Standards (FCAT-SSS) Reading administered in third grade.
Linear regression analyses between each of the oral reading fluency and reading comprehension measures produced significant positive correlations. Hierarchical regression analyses supported the predictive potential of all three oral reading fluency ability measures toward reading comprehension achievement, with the first grade oral reading fluency ability measure explaining the most significant variance in third grade reading comprehension achievement.
Male students produced significant overall differences in variance when compared to female students as did the Other student subgroup (i.e., Asian, Multiracial, and Native American) when compared to Black, White, and Hispanic students. No significant differences in variance were produced between students from low and moderate socioeconomic families. These findings are vital toward adding to the literature of diverse young learners.
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Moran, Renee Rice, LaShay Jennings, Karin J. Keith, and Edward J. Dwyer. "The Country Mouse and the City Mouse Visit the Third Grade: Engaging Activities for Developing Reading Fluency and Comprehension." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/3371.
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Readers’ theater can provide an enjoyable foundation for students to become more fluent readers. In addition, children must become physically and emotionally, as well as academically, involved in learning to read. Procedures arepresented for having students perform plays and engage in 1. artistic endeavors, 2. performance reading, 3. social interaction, 4. repeated readings, and 5. story retelling. Suggestions presented herein are appropriate for application in a variety of learning environments and with many types of literature.
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Norris, Katherine. "Studying the Effects of Increased Volume of On-level, Self-selected Reading on Ninth Graders' Fluency, Comprehension, and Motivation." Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/11959.
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CITE/Language Arts<br>Ed.D.<br>In response to the literacy achievement gap that exists between high-poverty, high-minority school districts and their counterparts, a quasi-experimental multi-measure study was designed to increase the reading skills and attitudes of ninth grade students. The goal of this study was to increase the volume of on-level, self-selected reading with the expectations of positively impacting the students' fluency, comprehension, and motivation. Two teachers participated in the study, each teacher taught both a control and a treatment group. The treatment consisted of twenty minutes of daily increased volume of on-level, self-selected reading. The students also kept daily response logs. The results did not support the expectations. At the end of the sixteen-week study, the data showed that the treatment was not effective in increasing the fluency, comprehension, and motivation of ninth grade students. Other studies should be done that address the time factor in this study.<br>Temple University--Theses
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Jennings, Michelle Dawn. "The effects of reading comprehension with indvidualizing vocabulary and fluency strategies to third grade students scoring below the first quartile." Thesis, Wichita State University, 2010. http://hdl.handle.net/10057/3311.
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After pre assessing students in a third grade classroom, the researcher noted four students, scoring below the 20th Percentile on the reading portion of the Northwest Evaluation Association (NWEA) exam, fall, 2008, in a pilot study. As the researcher further assessed these students, it was noted that these students lacked fluency and vocabulary skills. Focusing on fluency combined with individual, vocabulary instruction, the researcher individualized each of the students' reading program within the regular education classroom. Each of the four students was working at their current level of reading, entering the third grade and progressing throughout the school year. The researcher used a combination of the Power Reading program and coupled it with individual, vocabulary strategies to assist readers with fluency and comprehension. As their reading progressed, students were challenged to next levels. Data was analyzed using the NWEA assessment, Houghton Mifflin Leveled Reading Assessment and Kansas State Reading Assessments during the course of the school year to mark progress. All four students in year one exited the bottom quartile of the NWEA, gained two reading levels according the Houghton Mifflin Leveled Reading Assessments and scored in the top twelve percent of the Kansas State Reading Assessments. The pilot study was replicated in the school year, 2009-2010, Year Two, with ten students with similar needs.<br>Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction.
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Marrone, Alicia. "The effects of enhanced e-books vs. traditional print books on reader motivation, comprehension, and fluency in an elementary classroom." Thesis, The William Paterson University of New Jersey, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1583026.
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<p> Students today are spending a significant amount of time engaged in media activity, yet even with an increase of e-reader compatible smart devices, reading has not increased in popularity among elementary school age children. It is critical that students spend time engaged in meaningful reading activities to become proficient readers. Thus, as educators of these 21<sup> st</sup> century learners, we must find a way to increase reader motivation and bridge the gap between home leisure activities and school activities. The objective of this study was to determine the impact of reading enhanced e-books on the iPad vs. traditional storybooks with regard to motivation to read, reading comprehension and fluency. Qualitative and quantitative methods of data collection were used, over a period of four weeks with 22 first grade student participants. The results of this study suggested that e-books are more appealing than traditional print books and as equally appealing, if not more appealing to students than educational apps. By the end of the study, all students were fluently reading books at least one guided reading level higher. The results from this study showed that students benefited from the combination of e-books and traditional storybooks, with this method resulting in increased fluency and comprehension among readers.</p>
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Lai, Cheng-Fei, and Cheng-Fei Lai. "Identification of Students in Late Elementary Grades With Reading Difficulties." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12406.
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Piecewise latent class growth analysis (LCGA) was used to examine growth patterns in reading comprehension and passage reading fluency on easyCBM, a popular formative assessment system. Unlike conventional growth modeling, LCGA takes into account the heterogeneity of growth and may provide reliable predictions for later development. Because current methods for classifying students are still questionable, this modeling technique could be a viable alternative classification method to identifying students at risk for reading difficulty. Results from this study suggested heterogeneity in reading development. The latent classes and growth trajectories from the LCGA models were found to align closely with easyCBM's risk rating system. However, results from one school district did not fully generalize across another. The implications for future research on examining growth in reading are discussed.
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Washburn, Jocelyn. "A Multiple Probe Study of a Word Level Intervention for Adolescents with Limited Reading Proficiency." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/99061.
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Organized as a set of three manuscripts, this research draws attention to the academic learning experiences for adolescents with particular attention to adolescents with limited reading proficiency and the use of single case design research as a viable option for discovering solutions to a persisting research-to-practice gap in education. Data analyses included a systematic literature review with findings synthesized into themes using qualitative methods, a multiple probe single case design, a non-parametric statistical analysis, and effect size calculations.
The first article is a systematic literature review on the relationship between oral reading fluency and reading comprehension for adolescent with limited reading proficiency (ALRP) in grades 6-12. The results of 22 studies were synthesized into five themes and results suggest that knowledge of an adolescent's ORF provides helpful information about his or her reading profile, but is not sufficient to evaluate instructional needs nor measure progress. The article concludes with a discussion on the envelopment of ORF within the Simple View of Reading specifically for adolescent readers as well as implications for practitioners, researchers, policymakers, and assessment developers.
The second article presents the findings from a study on the influence of a word level intervention on multiple reading component skills. Six students in two different intervention classes in Virginia participated. The primary analysis was based on a single case design, specifically a multiple probe across participants and settings design. Visual analyses of baseline and intervention phase data indicated a functional relationship between the word level intervention and multiple reading component skills. Statistical analysis (Tau-U) supported this finding with aggregated small effect sizes (0.14 to 0.54) for word identification, accuracy, and automaticity, and one moderate effect size (.70) for prosody. Secondary analysis showed a significant effect for improved strategy knowledge and skill with a 0.90 effect size, but no statistically significant group effects for silent reading fluency and sentence comprehension.
The third manuscript is a broad overview of adolescent literacy instructional recommendations and presents a vision for how all teachers contribute to the development of strategic learners when they support content learning through literacy-rich classroom environments.<br>Doctor of Philosophy<br>This research draws attention to the academic learning experiences for adolescents, with particular attention to adolescents with limited reading proficiency. The first article examines the relationship between oral reading fluency and reading comprehension for adolescent with limited reading proficiency (ALRP) in grades 6-12. Results suggest that knowledge of an adolescent's oral reading fluency (ORF) provides helpful information but is not sufficient to evaluate instructional needs nor measure progress. Discussion includes where ORF fits within the Simple View of Reading theory specifically for adolescent readers as well as implications for practitioners, researchers, policymakers, and assessment developers. The second article presents findings from a study on the influence of a reading intervention on multiple reading component skills of adolescents with limited reading proficiency. Six students in two different intervention classes in Virginia participated. Visual analyses of individual baseline and intervention phase data indicated a functional relationship between the reading intervention and multiple reading component skills. Additionally, there was a significant group effect for improved strategy knowledge and skill, but no statistically significant group effects for silent reading fluency nor sentence comprehension. Discussion includes limitations and implications for future research, intervention teacher practice and school improvement leaders. The third article gives a broad overview of adolescent literacy instructional recommendations and presents a vision for how all teachers contribute to the development of strategic learners when they support content learning through literacy-rich classroom environments.
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Nutter, Michelle J. "An examination of the effects of word recognition on the oral reading fluency and reading comprehension of low performing readers in the the second grade /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3095267.
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Thesis (Ph. D.)--University of Oregon, 2003.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 115-119). Also available for download via the World Wide Web; free to University of Oregon users.