- Literature Review on Improving Reading Fluency - Assignment Example

LITERATURE REVIEW ON IMPROVING READING FLUENCY Due Literature Review Matrix Year The purpose of the study is… (one sentence, your own words) Subjects/ Participants Measurement Instruments Intervention(s) Outcomes/ Results Critique & Comments Observation Interview or Survey Academic Performance Measure 1. Krohn, K. R., Skinner, C. H., Fuller, E. J., & Greear, C. 2012 Using taped interventions to target basic numeracy skills 4 kindergarten students (two boys and two girls) 3 Hispanic students (Anita, Cristina, and Carlos) 1 African-American (David) Survey Survey Corresponding worksheets to audiotape recordings of numbers, trials consisting of one second tone signals at the start of the trial, two seconds delay of student attempts to read numbers aloud, reading of recorded numbers in English Using multiple baseline design to evaluate the effects of tapped numbers interventions Results indicated an increasing number of accuracy identification among all participants.

Tape assisted interventions supported a wider population of learners. 2. Aldemir, O., & Gursel, O. 2014 Using constant time delay when teaching a group of children to enhance speech fluency. 4 children with developmental disabilities ageing between 4-6 3boys and 1 girl No observations made Survey Training sessions to determine constant time delay procedures, use of small-group teaching arrangements to evaluate individual criteria for acquired skills Teaching academic skills to pre-school children in small-group arrangements as a measure of preparing them to a future education environment.

Participants yielded positive results as children’s performances and learning rates increased in the small group teaching arrangement. The quality of research and responses validate the research study as well as validate the hypothesis. Interestingly, the rewarding of children with food must have been a good motivation that propelled them to performance. On the other hand, ignoring wrong reactions might have not worked well for some children who necessarily might have felt the need to be recognized.

I tend to think that appreciating and correcting them would be better. 3. Yeunjoo lee 2005 To measure the ability of computer programs in teaching sight word recognition to children with developmental disabilities. 4-young children with developmental disabilities with no previous experience and systematic teaching procedures (David, Jeff, Joe and Carl) There is need for careful teacher observation to student interaction with computer programs so as to integrate more content into the curriculum.

Additionally, careful examination should be conducted on computer programs that record the best interaction rates with students. Survey The use of constant time delay procedures involving sounds, texts, videos and animations Using multimedia computer program inserted to a 5-second constant time- delay procedure was effective in teaching sight words Graphs recording data for each participant revealed that the intervention program was effective in teaching sight to the students with learning disabilities The choice of using computer programs is commendable especially when dealing with young children.

In addition, the combination of both qualitative and quantitative data gives the study a sense of professionalism. 4. Reutzel, D. 2014 Integrating silent reading fluency into literacy instructional programs as a means of increasing fluency among elementary school children. No participants Silent reading and the amount of time spent reading is associated with improved students reading achievement. Survey Combining allocated reading time with motivational practices to increase reading stamina Developing discussions for the betterment of both oral and silent reading practice and frequent reading.

Marrying instructional strategies such as developmental considerations, and conditions of reading practice that encourage and motivate silent and fluent reading. Using supportive class environment such as the physical outlook and organization of literacy classrooms to improve fluency. Silent reading interventions such as Scaffolded Silent Reading and R5 have the ability of increasing fluency among elementary school children A marvelous research article with relevant literature review equis learners with the ability to maintain their interests in books and keep their eyes on books. 5. Kuhn, M.

, Rasinski, T., & Zimmerman, B 2014 Developing cultures of effective reading with understanding as a measure to gain effective fluency 18 children randomly selected from 5 classrooms FORI and FDL fluency lessons are viable approaches for developing reading fluency among elementary students experiencing fluency difficulties. Hasbrouck and Tindal’s fluency norms assessed students’ reading fluency improvement. Wide Reading Fluency Oriented Reading Instruction, repeatedly reading three texts for a period of five days, pre-reading activities for the primary text of the week, developing vocabulary, making predictions about the content of passages, teachers reading sections of texts while the students echo read the same text to provide students with the chance to work with their partners in order to re-read the text again.

Intensive repetition over multiple days to master fluency, Echo reading of several sentences to prevent students from relying on their memory when repeating the next time, Reading rates of words per minute in children increased tremendously. Fluency lessons were also viable approaches towards the development of reading fluency This is a very good approach towards the development of teaching programs that can be altered to fit particular student and teacher circumstances. 6. John C. Begeny, Hailey E.

Krouse, Sarah G. Ross & R. Courtney Mitchell 2009 The purpose of the study was to examine the use of small group interventions in increasing reading fluency among elementary aged students 4 second-grade students with average – below average reading skills from a rural school No observations recorded Survey Assessment of reading fluency by reading passages using CBM administrative and scoring procedures Oral Reading Fluency Intervention Reading Probes, Listening Passage Preview in groups, making Repeated Readings in groups and Grouping students together and reading the scripted instructions.

Students were able to read words correct per minute 2 days after the intervention. There was also improvement from all interventions 2 days later. Compared to other intervention conditions, Repeated Reading conditions was recorded as the most effective one. A very good study with both qualitative and quantitative research. The use of a group of students from a rural school in the experiment is exceptional in the piece of work. 7. John Begeny 2006 Compare oral reading fluency treatments which utilize different response prompts 3rd grade student- Lucas No observations recorded Survey Reading a novel passage twice Rewards were awarded when passages were read more quickly and with minimal errors Phase drill error corrections and repeated reading heightened a participant’s ability to read fluently. 8. Staudt, Deborah Hill 2009 Using Repeated readings to improve language and word retrieval skills 2 fourth-grade readers with learning disabilities No observations were recorded Survey vocabulary-building exercises, spelling patterns, roots and affixes Repetitive mention of spellings of words There were impressive improvements in listening skills, decoding information and reading fluently.

The use of spelling patterns was quite interesting and helpful to the participants. In the addition, creation of semantics, morphology, orthography, and phonological awareness enables participants be able to decode important figures of speech. Article 1 Complete one copy of this table for each article you read. Title Improving Oral Reading Fluency Through Response Opportunities: A Comparison of Phrase Drill Error Correction with Repeated Readings Author John Begeny Year 2006 The purpose of the study is… (one sentence, your own words) Compare oral reading fluency treatments which utilize different response prompts Subjects/ Participants 3rd grade student- Lucas Type of Study Experimental Measurement Instruments Readability formula and novel passage Observation No observations recorded Interview or Survey Survey Academic Performance Measure Reading a novel passage twice Intervention(s) Rewards were awarded when passages were read more quickly and with minimal errors Outcomes/Results Phase drill error corrections and repeated reading heightened a participant’s ability to read fluently.

Critique Comments Relevance to your Purpose This study helps children to improve their reading skills which in turn improves their fluency Other Comments Article 2 Complete one copy of this table for each article you read. Title Increasing Reading Fluency in Elementary Students with Low Vision through Repeated Readings Author A. Koenig Year 1998 The purpose of the study is… (one sentence, your own words) Find a strategy that will successfully improve reading fluency Subjects/ Participants Four Elementary Students Type of Study Experimental Measurement Instruments Observation No observations recorded Interview or Survey Survey Academic Performance Measure Reading comprehensions Intervention(s) Outcomes/Results Repeated reading increased reading fluency of students with low vision without affecting any error rates Critique Comments Relevance to your Purpose Repetitive reading enables students to understand the concepts and thus increased fluency in their speech.

Other Comments Article 3 Complete one copy of this table for each article you read. Title Intensive Word Study and Repeated Reading Improves Reading Skills for Two Students with Learning Disabilities Author Staudt, Deborah Hill Year 2009 The purpose of the study is… (one sentence, your own words) Using Repeated readings to improve language and word retrieval skills Subjects/ Participants 2 fourth-grade readers with learning disabilities Type of Study Experimental Measurement Instruments Observation No observations were recorded Interview or Survey Survey Academic Performance Measure vocabulary-building exercises, spelling patterns, roots and affixes Intervention(s) Repetitive mention of spellings of words Outcomes/Results There were impressive improvements in listening skills, decoding information and reading fluently.

Critique Comments The use of spelling patterns was quite interesting and helpful to the participants. In the addition, creation of semantics, morphology, orthography, and phonological awareness enables participants be able to decode important figures of speech. Relevance to your Purpose The ability to master language patterns has great impact on the fluency of languages Other Comments Article 4 Complete one copy of this table for each article you read. Title Examining the Impact of Feedback and Repeated Readings on Oral Reading Fluency: Lets Not Forget Prosody Author Ardoin, Scott P.

, Morena, Laura S., Binder, Katherine S.. & Foster, Tori E. Year 2013 The purpose of the study is… (one sentence, your own words) Assessing the impact of prosody, Repeated Reading, content directions and feedback on fluency. Subjects/ Participants 76 Elementary students Type of Study Experimental Research Study Measurement Instruments Rates or prosody of focused Repeated Reading interventions Observation No observations were made Interview or Survey Rates were used to assess prosody Academic Performance Measure Rates and Repetition of syllable properties Intervention(s) Outcomes/Results Just like previous research, repeated reading improved fluency.

However, components of fluency were directly influenced by the nature of instructions and performance feedback exposed to students. Critique Comments Relevance to your Purpose Repetition of syllables enables learners to decode certain elements of vocabularies and speech and are thus equipped with the ability to have fluent speech. Other Comments Article 5 Complete one copy of this table for each article you read. Title Increasing Elementary-aged Students’ Reading Fluency with Small-group Interventions: A Comparison of Repeated Reading, Listening Passage Preview, and Listening Only Strategies Authors John C.

Begeny, Hailey E. Krouse, Sarah G. Ross & R. Courtney Mitchell Year 2009 The purpose of the study is… (one sentence, your own words) The drive of the study was to examine the use of small group interventions in increasing reading fluency among elementary aged students. Subjects/ Participants 4 second-grade students with average – below average reading skills from a rural school Type of Study Experimental Measurement Instruments CBM administrative and scoring procedures Observation No observations were recorded Interview or Survey Survey Academic Performance Measure Assessment of reading fluency by reading passages using CBM administrative and scoring procedures Conducting Repeated Reading procedures on different passages on individual students to assess fluency Intervention(s) Oral Reading Fluency Intervention Reading Probes, Listening Passage Preview in groups, making Repeated Readings in groups and Grouping students together and reading the scripted instructions.

Outcomes/Results Students were able to read words correct per minute 2 days after the intervention. There was also improvement from all interventions 2 days later. Compared to other intervention conditions, Repeated Reading conditions was recorded as the most effective one. Critique Comments A very good study with both qualitative and quantitative research. The use of a group of students from a rural school in the experiment is exceptional in the piece of work. Relevance to your Purpose Good explanation on using group interventions to improve students’ reading fluency.

Other Comments Article 6 Complete one copy of this table for each article you read. Title Integrated Fluency Instruction: Three Approaches for Working with Struggling Readers Authors Kuhn, M., Rasinski, T., & Zimmerman, B Year 2014 The purpose of the study is… (one sentence, your own words) Developing cultures of effective reading with understanding as a measure to gain effective fluency Subjects/ Participants 18 children randomly selected from 5 classrooms Type of Study Research and Evperimental Measurement Instruments Fluency Oriented Reading Instruction (FORI) and Fluency Development Lesson (FDL) Observation FORI and FDL fluency lessons are viable approaches for developing reading fluency among elementary students experiencing fluency difficulties.

Interview or Survey Hasbrouck and Tindal’s fluency norms assessed students’ reading fluency improvement. Academic Performance Measure Wide Reading Fluency Oriented Reading Instruction, repeatedly reading three texts for a period of five days, pre-reading activities for the primary text of the week, developing vocabulary, making predictions about the content of passages, teachers reading sections of texts while the students echo read the same text to provide students with the opportunity to work with their partners in order to re-read the text again.

Intervention(s) Intensive repetition over multiple days to master fluency, Echo reading of several sentences to prevent students from relying on their memory when repeating the next time, Outcomes/Results Reading rates of words per minute in children increased tremendously. Fluency lessons were also viable approaches towards the development of reading fluency Critique Comments This is a very good approach towards the development of teaching programs that can be altered to fit particular student and teacher circumstances.

Relevance to your Purpose The development and use of instructional approaches as a means of developing accurate and automatic word recondition, and thus improving fluency. Other Comments Article 7 Complete one copy of this table for each article you read. Title Supporting the Development of Silent Reading Fluency: An Evidence-Based Framework for the Intermediate Grades (3-6). Author Reutzel, D. Year 2014 The purpose of the study is… (one sentence, your own words) Integrating silent reading fluency into literacy instructional programs as a means of increasing fluency among elementary school children.

Subjects/ Participants No participants Type of Study Research (Literature Review) Measurement Instruments Scaffolded Silent Reading (ScSR) and R5 reading methods Observation Silent reading and the amount of time spent reading is associated with improved students reading achievement. Interview or Survey Survey Academic Performance Measure Combining allocated reading time with motivational practices to increase reading stamina Developing discussions for the betterment of both oral and silent reading practice and frequent reading.

Intervention(s) Marrying instructional strategies such as developmental considerations, and conditions of reading practice that encourage and motivate silent and fluent reading. Using supportive class environment such as the physical outlook and organization of literacy classrooms to improve fluency. Outcomes/Results Silent reading interventions such as Scaffolded Silent Reading and R5 have the ability of increasing fluency among elementary school children. Critique Comments A marvelous research article with relevant literature review equis learners with the ability to maintain their interests in books and keep their eyes on books.

Relevance to your Purpose Assessment of expression and comprehension is very important in developing oral reading accuracy and fluency. Other Comments Article 8 Complete one copy of this table for each article you read. Title Computer-Based Reading Instruction formYoung Children with Disabilities Author Yeunjoo lee Year 2005 The purpose of the study is… (one sentence, your own words) To measure the ability of computer programs in teaching sight word recognition to children with developmental disabilities.

Subjects/ Participants 4-young children with developmental disabilities with no previous experience and systematic teaching procedures (David, Jeff, Joe and Carl) Type of Study Experimental Measurement Instruments The use of Word Wizard to identify critical features of sound instructional designs. Observation There is need for careful teacher observation to student interaction with computer programs so as to integrate more content into the curriculum. Additionally, careful examination should be conducted on computer programs that record the best interaction rates with students.

Interview or Survey Survey Academic Performance Measure The use of constant time delay procedures involving sounds, texts, videos and animations Intervention(s) Using multimedia computer program inserted to a 5-second constant time- delay procedure was effective in teaching sight words. Outcomes/Results Graphs recording data for each participant revealed that the intervention program was effective in teaching sight to the students with learning disabilities.

Critique Comments The choice of using computer programs is commendable especially when dealing with young children. In addition, the combination of both qualitative and quantitative data gives the study a sense of professionalism. Relevance to your Purpose The ability of memorizing sight words through computer based interactions reveals that children are able to learn word recognition and transfer acquired skills to functional materials. Other Comments Article 9 Complete one copy of this table for each article you read.

Title The Effectiveness of the Constant Time Delay Procedure in Teaching Pre-School Academic Skills to Children with Developmental Disabilities in a Small Group Teaching Arrangement. Author Aldemir, O., & Gursel, O. Year 2014 The purpose of the study is… (one sentence, your own words) Using constant time delay when teaching a group of children to enhance speech fluency. Subjects/ Participants 4 children with developmental disabilities ageing between 4-6 3boys and 1 girl Type of Study Experimental Measurement Instruments Comparison of children target skills performance levels s and that of their peers’, baseline sessions and constantly delaying children responses for four seconds Observation No observations made Interview or Survey Survey Academic Performance Measure Training sessions to determine constant time delay procedures, use of small-group teaching arrangements to evaluate individual criteria for acquired skills Intervention(s) Teaching academic skills to pre-school children in small-group arrangements as a measure of preparing them to a future education environment.

Outcomes/Results Participants yielded positive results as children’s performances and learning rates increased in the small group teaching arrangement. Critique Comments The quality of research and responses validate the research study as well as validate the hypothesis. Interestingly, the rewarding of children with food must have been a good motivation that propelled them to performance. On the other hand, ignoring wrong reactions might have not worked well for some children who necessarily might have felt the need to be recognized.

I tend to think that appreciating and correcting them would be better. Relevance to your Purpose The idea of reinforcing children’s responses verbally offers an opportunity for such learners to improve their fluency abilities. Other Comments Article 10 Complete one copy of this table for each article you read. Title Using a taped intervention to improve kindergarten students number identification. Author Krohn, K. R., Skinner, C. H., Fuller, E. J., & Greear, C. Year 2012 The purpose of the study is… (one sentence, your own words) Using taped interventions to target basic numeracy skills.

Subjects/ Participants 4 kindergarten students (two boys and two girls) 3 Hispanic students (Anita, Cristina, and Carlos) 1 African-American (David) Type of Study Experimental Measurement Instruments Employing tones to signals with the introduction of new trials and selecting timely delays of two seconds. Observation No observations were Made Interview or Survey Survey Academic Performance Measure Corresponding worksheets to audiotape recordings of numbers, trials consisting of one second tone signals at the start of the trial, two seconds delay of student attempts to read numbers aloud, reading of recorded numbers in English Intervention(s) Using multiple baseline design to evaluate the effects of tapped numbers interventions Outcomes/Results Results indicated an increasing number of accuracy identification among all participants.

Critique Comments Relevance to your Purpose Tape assisted interventions supported a wider population of learners. Other Comments References Ardoin, S. P., Morena, L. S., Binder, K. S., & Foster, T. E. (2013). Examining the impact of feedback and repeated readings on oral reading fluency: Let’s not forget prosody. School Psychology Quarterly, 28(4), 391. Aldemir, O., & Gursel, O. (2014). The Effectiveness of the Constant Time Delay Procedure in Teaching Pre-School Academic Skills to Children with Developmental Disabilities in a Small Group Teaching Arrangement.

Educational Sciences: Theory and Practice, 14(2), 733-740. Begeny, J. C., Krouse, H. E., Ross, S. G., & Mitchell, R. C. (2009). Increasing elementary-aged students’ reading fluency with small-group interventions: A comparison of repeated reading, listening passage preview, and listening only strategies. Journal of Behavioral Education, 18(3), 211-228. Begeny, J. C., Daly III, E. J., & Valleley, R. J. (2006). Improving oral reading fluency through response opportunities: A comparison of phrase drill error correction with repeated readings.

Journal of Behavioral Education, 15(4), 229-235. Krohn, K. R., Skinner, C. H., Fuller, E. J., & Greear, C. (2012). Using a Taped Intervention to Improve Kindergarten Students’ number Identification. Journal of applied behavior analysis, 45(2), 437-441. Kuhn, M., Rasinski, T., & Zimmerman, B. (2014). Integrated Fluency Instruction: Three Approaches for Working with Struggling Readers. International Electronic Journal of Elementary Education, 7(1), 71. Layton, C. A., & Koenig, A. J. (1998). Increasing reading fluency in elementary students with low vision through repeated readings.

Journal of Visual Impairment and Blindness, 92, 276-292. Lee, Y., & Vail, C. O. (2005). Computer-based reading instruction for young children with disabilities. Journal of Special Education Technology, 20(1), 5. Reutzel, D. (2014). Supporting the Development of Silent Reading Fluency: An Evidence-Based Framework for the Intermediate Grades (3-6). International Electronic Journal of Elementary Education, 7(1), 27. Staudt, D. H. (2009). Intensive word study and repeated reading improves reading skills for two students with learning disabilities.

The Reading Teacher, 63(2), 142-151.