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Hi, need to submit a 750 words paper on the topic - Literature Review on Improving Reading Fluency.
Hi, need to submit a 750 words paper on the topic - Literature Review on Improving Reading Fluency. 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.
