The Effects of a Supplementary Computerized Fluency Intervention on the Generalization of the Oral Reading Fluency and Comprehension of First-Grade Students

2014 ◽  
Vol 37 (1) ◽  
pp. 25-51 ◽  
Author(s):  
Lenwood Gibson ◽  
Gwendolyn Cartledge ◽  
Starr E. Keyes ◽  
Christopher D. Yawn
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
First Grade ◽  
Fluency Intervention ◽  
Fluency And Comprehension

The Effects of Response to Intervention on Literacy Development in Multiple-Language Settings

2007 ◽  
Vol 30 (3) ◽  
pp. 197-212 ◽  
Author(s):  
Angela Stephens McIntosh ◽  
Anne Graves ◽  
Russell Gersten
Keyword(s):  
Response To Intervention ◽  
Reading Fluency ◽  
Oral Reading ◽  
English Learners ◽  
Oral Reading Fluency ◽  
Literacy Practices ◽  
First Grade ◽  
Future Research ◽  
Tier 2 ◽  
Tier 1

This descriptive study documents the effects of response-to-intervention type practices in four first-grade classrooms of English learners (ELs) from 11 native languages in three schools in a large urban school district in southern California. Observations and interviews in four classrooms across two consecutive years were compared to first-grade gains in oral reading fluency ( N = 111). Reading fluency data were examined in relation to ratings of literacy practices, including the degree to which Tier 1 alone or Tier 1 plus Tier 2-type instruction was implemented. The correlation between classroom ratings on the English Learners Classroom Observation Instrument (ELCOI) and gain from pre- to posttest in first grade on oral reading fluency was moderately strong in both Year 1 ( r = .61) and Year 2 ( r = .57). The correlation between Cluster II teacher ratings and ORF gains was strong in both Year 1 ( r = .75) and Year 2 ( r = .70), suggesting a strong relationship between Tier 2-type literacy practices and end-of-first-grade oral reading fluency. Results indicated a strong correlation ( r = -.81) between the number of students below DIBELS benchmark thresholds at the end of first grade and the teacher rating on the amount of instruction provided for low performers. Followup data at the end of third grade in oral reading fluency and comprehension indicate moderate correlations to first-grade scores ( N = 51). Patterns of practice among first-grade teachers and patterns among ELs who were ultimately labeled as having learning disabilities are discussed. Educational implications and recommendations for future research are also presented.

The role of timing in assessing oral reading fluency and comprehension in Kenya

2015 ◽  
Vol 33 (1) ◽  
pp. 75-98 ◽  
Author(s):  
Benjamin Piper ◽  
Stephanie Simmons Zuilkowski
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Fluency And Comprehension

Comparison of a Reading Fluency Intervention With and Without Passage Repetition on Reading Achievement

2011 ◽  
Vol 33 (5) ◽  
pp. 309-319 ◽  
Author(s):  
William J. Therrien ◽  
James F. Kirk ◽  
Suzanne Woods-Groves
Keyword(s):  
Special Education ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Repeated Reading ◽  
Special Education Students ◽  
Education Students ◽  
Question Generation ◽  
Fluency Intervention ◽  
Reading Condition

The purpose of this study was to compare the effect of a repeated reading and question generation intervention entitled Re-read-Adapt and Answer-Comprehend (RAAC) with a modified RAAC intervention without the repeated reading component. The sample included 30 students in Grades 3 through 5. The students received services in reading within a three-tiered response to intervention framework or in special education. Students were randomly assigned to the nonrepetitive condition or the control repeated reading condition and participated in 50 intervention sessions over a 4-month period. Regardless of condition, all students made gains in oral reading fluency on independent passages. The modified RAAC program without passage repetition appeared to be as effective if not more so at increasing reading fluency when compared to the RAAC program with passage repetition.

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