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10 pages, 358 KiB

Open AccessArticle

Impact of Classroom-Based Fluency Instruction on Grade One Students in an Urban Elementary School

by Timothy V. Rasinski, Randy Yates, Kelly Foerg, Kelly Greene, David Paige, Chase Young and William Rupley

Educ. Sci. 2020, 10(9), 227; https://doi.org/10.3390/educsci10090227 - 31 Aug 2020

Cited by 6 | Viewed by 4466

Abstract

The present exploratory study examined the effect of the implementation of a reading fluency instruction protocol on the reading performance of early first grade students in an urban school. Previous research has tended to examine the effects of fluency instruction after students have [...] Read more.

The present exploratory study examined the effect of the implementation of a reading fluency instruction protocol on the reading performance of early first grade students in an urban school. Previous research has tended to examine the effects of fluency instruction after students have achieved some degree of competency in word recognition, usually toward the end of first grade and beyond. The fluency instruction provided in this study included repeated and assisted reading and was delivered daily over a ten-week period in the first semester of the school year by classroom teachers. The reading performance of students in the fluency instruction group (n = 51) was compared with a comparable group of first grade students (n = 27) who did not receive the fluency instruction, though the total number of minutes devoted to daily reading instruction and home reading was equal between groups. Descriptive analyses of pre- and post-testing data suggest that the first grade students receiving the fluency instruction made substantive, but not statistically significant, gains in reading achievement over the comparison group of students not receiving fluency instruction. The results suggest that dedicated and systematic fluency instruction may be appropriate for students before high levels of word decoding are achieved and that fluency instruction may be an effective instructional protocol as early as the beginning of first grade. Given the acknowledged limitations, including small sample size, further research into fluency instruction in early first grade is recommended. Full article

(This article belongs to the Special Issue Reading Fluency)

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11 pages, 203 KiB

Open AccessArticle

Fluency: Deep Roots in Reading Instruction

by William H. Rupley, William Dee Nichols, Timothy V. Rasinski and David Paige

Educ. Sci. 2020, 10(6), 155; https://doi.org/10.3390/educsci10060155 - 03 Jun 2020

Cited by 9 | Viewed by 8312

Abstract

Over the past two decades, reading fluency has been increasingly recognized as an important instructional variable for success in reading. Yet, this has not always been the case. This article presents a historical review of the nature and role of fluency instruction in [...] Read more.

Over the past two decades, reading fluency has been increasingly recognized as an important instructional variable for success in reading. Yet, this has not always been the case. This article presents a historical review of the nature and role of fluency instruction in the United States. The roots of oral reading fluency began in an age when texts and other forms of entertainment and information were limited. Historically, in America, oral reading was the predominant means for conveying ideas and passing the time at home with the family. In the 1800s, American education’s primary method of instruction emphasized the need for being able to read aloud with expression and fluency, in order to hold the listeners’ attention and convey information. As texts and other forms of information became more available, oral reading became deemphasized, and silent reading was viewed as a better approach to developing readers’ comprehension at the cost of fluency development. With continued research and national reports that indicate the significant contributions of oral reading fluency to reading comprehension and academic proficiency, it is clear that the roots of oral reading run deep, and that fluent reading development is important to learners’ academic achievement and reading comprehension. Full article

(This article belongs to the Special Issue Reading Fluency)

11 pages, 220 KiB

Open AccessArticle

Whole Class or Small Group Fluency Instruction: A Tutorial of Four Effective Approaches

by Melanie R. Kuhn

Educ. Sci. 2020, 10(5), 145; https://doi.org/10.3390/educsci10050145 - 21 May 2020

Cited by 9 | Viewed by 8306

Abstract

Four scientifically validated approaches to fluency instruction (Fluency-Oriented Reading Instruction, Wide Fluency-Oriented Reading Instruction, Fluency-Oriented Oral Reading, and Wide Fluency-Oriented Oral Reading) are reviewed. Two for the whole class and two for small groups. Key components of fluency, automaticity, and prosody are defined, [...] Read more.

Four scientifically validated approaches to fluency instruction (Fluency-Oriented Reading Instruction, Wide Fluency-Oriented Reading Instruction, Fluency-Oriented Oral Reading, and Wide Fluency-Oriented Oral Reading) are reviewed. Two for the whole class and two for small groups. Key components of fluency, automaticity, and prosody are defined, and their contribution to reading comprehension is discussed. Automaticity contributes through its freeing up of attention to attend to meaning, and prosody contributes through its addressing of pacing and expression that, in turn, reflect textual meaning. Four principles for effective fluency instruction are also presented: Modeling, extensive opportunities for practice, the use of scaffolding, and the incorporation of prosodic elements. The four instructional approaches presented in this article are based on two different strategies for integrating extensive opportunities to read: Repeated versus wide reading. All four approaches use challenging texts, or texts at the upper end of the learners’ zone of proximal development, thus providing learners with access to a broader range of vocabulary and concepts than would be the case if they read only instructional level texts. All four also provided highly effective procedures for either whole-class or small-group reading instruction. The goal of this summary is to provide readers with effective approaches for classroom instruction. Full article

(This article belongs to the Special Issue Reading Fluency)

10 pages, 523 KiB

Open AccessArticle

Testing the KAPS Model of Reading Comprehension in a Turkish Elementary School Context from Low Socioeconomic Background

by Kasim Yildirim, Fatih Cetin Cetinkaya, Seyit Ates, Dudu Kaya and Timothy Rasinski

Educ. Sci. 2020, 10(4), 90; https://doi.org/10.3390/educsci10040090 - 27 Mar 2020

Cited by 3 | Viewed by 4059

Abstract

This correlational study aimed to explore the relations of background knowledge, automaticity (rate), prosody, and strategy use with reading comprehension (KAPS model of reading comprehension) in the written Turkish language context with 207 fourth grade students. Successful comprehension requires readers to make meaning [...] Read more.

This correlational study aimed to explore the relations of background knowledge, automaticity (rate), prosody, and strategy use with reading comprehension (KAPS model of reading comprehension) in the written Turkish language context with 207 fourth grade students. Successful comprehension requires readers to make meaning out of what they read. Our KAPS model of reading comprehension hypothesizes relations of background knowledge, fluency components (rate and prosody), and strategy use with reading comprehension components (literal and deep) in the Turkish language and addresses the direct effects of these predictors on the reading comprehension of fourth grade students. The results showed that, whereas fluency and strategy use made statistically significant contributions to reading comprehension, background knowledge did not. Based on the results, the study affirms the importance of automaticity in word recognition, prosody, and comprehension strategies in contributing to reading comprehension in Turkish and, as such, should be given priority for literacy instruction in Turkish. Full article

(This article belongs to the Special Issue Reading Fluency)

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11 pages, 1217 KiB

Open AccessArticle

Read Like Me: An Intervention for Struggling Readers

by Chase Young, Stacey Lagrone and Joyce McCauley

Educ. Sci. 2020, 10(3), 57; https://doi.org/10.3390/educsci10030057 - 04 Mar 2020

Cited by 3 | Viewed by 7395

Abstract

The current study reports on a reading intervention method titled Read Like Me. The intervention utilizes a stacked approach of research-based methods, including reading aloud, assisted reading, and repeated reading. The student involved was a second-grade boy reading below grade level who was [...] Read more.

The current study reports on a reading intervention method titled Read Like Me. The intervention utilizes a stacked approach of research-based methods, including reading aloud, assisted reading, and repeated reading. The student involved was a second-grade boy reading below grade level who was identified as dyslexic and diagnosed with attention deficit hyperactive disorder. Using a single-case experimental design, the intervention was monitored in four phases, including a baseline, intervention coupled with regular schooling, intervention only, and a return to baseline. The results indicated that the intervention combined with regular schooling improved his reading expression and rate and also his decoding skills, word knowledge, and reading comprehension. In conclusion, the authors offer Read Like Me as one more intervention that may be a viable option for teachers in their effort to support developing readers. Full article

(This article belongs to the Special Issue Reading Fluency)

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23 pages, 1390 KiB

Open AccessArticle

Effects of Fluency Oriented Instruction on Motivation for Reading of Struggling Readers

by Gene Mehigan

Educ. Sci. 2020, 10(3), 56; https://doi.org/10.3390/educsci10030056 - 03 Mar 2020

Cited by 2 | Viewed by 10333

Abstract

This paper looks at the effects of an intervention, based on fluency oriented reading instruction (FORI), on the motivation for reading among struggling readers in First Class in Irish primary schools. The intervention took place in learning support settings in three primary schools [...] Read more.

This paper looks at the effects of an intervention, based on fluency oriented reading instruction (FORI), on the motivation for reading among struggling readers in First Class in Irish primary schools. The intervention took place in learning support settings in three primary schools located in urban educationally disadvantaged communities in North Dublin. The study was conducted through a pragmatic lens with research questions framed to shed light on the motivation for reading of students in First Class from disadvantaged backgrounds. A mixed methods design with a concurrent triangulation strategy was employed, facilitating the exploration of multiple research questions using questionnaires and semi-structured interviews with teachers and parents and conversational interviews and surveys with students. The perspective of reading motivation guiding the study recognised the overlapping influences of teachers, parents and the student himself or herself. Findings, as reported by these research informants, indicate that the FORI intervention had a positive impact on the motivation for reading of struggling readers in First Class. In particular, the intervention was found to decrease students’ perceived difficulty with reading and increase their reading self-efficacy and orientation towards reading. Full article

(This article belongs to the Special Issue Reading Fluency)

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12 pages, 563 KiB

Open AccessArticle

Assessing the Word Recognition Skills of German Elementary Students in Silent Reading—Psychometric Properties of an Item Pool to Generate Curriculum-Based Measurements

by Stefan Voß and Yvonne Blumenthal

Educ. Sci. 2020, 10(2), 35; https://doi.org/10.3390/educsci10020035 - 11 Feb 2020

Cited by 2 | Viewed by 3680

Abstract

Given the high proportion of struggling readers in school and the long-term negative consequences of underachievement for those affected, the question of prevention options arises. The early identification of central indicators for reading literacy is a noteworthy starting point. In this context, curriculum-based [...] Read more.

Given the high proportion of struggling readers in school and the long-term negative consequences of underachievement for those affected, the question of prevention options arises. The early identification of central indicators for reading literacy is a noteworthy starting point. In this context, curriculum-based measurements have established themselves as reliable and valid instruments for monitoring the progress of learning processes. This article is dedicated to the assessment of word recognition in silent reading as an indicator of adequate reading fluency. The process of developing an item pool is described, from which instruments for learning process diagnostics can be derived. A sample of 4268 students from grades 1–4 processed a subset of items. Each student template included anchor items, which all students processed. Using Item Response Theory, item statistics were estimated for the entire sample and all items. After eliminating unsuitable items (N = 206), a one-dimensional, homogeneous pool of items remained. In addition, there are high correlations with another established reading test. This provides the first evidence that the recording of word recognition skills for silent reading can be seen as an economic indicator for reading skills. Although the item pool forms an important basis for the extraction of curriculum-based measurements, further investigations to assess the diagnostic suitability (e.g., the measurement invariance over different test times) are still pending. Full article

(This article belongs to the Special Issue Reading Fluency)

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Review

Jump to: Research

13 pages, 246 KiB

Open AccessReview

Assessing Expressive Oral Reading Fluency

by Timothy G. Morrison and Brad Wilcox

Educ. Sci. 2020, 10(3), 59; https://doi.org/10.3390/educsci10030059 - 04 Mar 2020

Cited by 6 | Viewed by 7122

Abstract

Educators struggle to assess various aspects of reading in valid and reliable ways. Whether it is comprehension, phonological awareness, vocabulary, or phonics, determining appropriate assessments is challenging across grade levels and student abilities. Also challenging is measuring aspects of fluency: rate, accuracy, and [...] Read more.

Educators struggle to assess various aspects of reading in valid and reliable ways. Whether it is comprehension, phonological awareness, vocabulary, or phonics, determining appropriate assessments is challenging across grade levels and student abilities. Also challenging is measuring aspects of fluency: rate, accuracy, and prosody. This article presents a history of fluency in American education with particular focus on assessing expressive oral reading. In addition, the two major approaches to prosody assessment will be explained, and the three most prominent tools for rating expressive oral reading will be analyzed and discussed. Full article

(This article belongs to the Special Issue Reading Fluency)

28 pages, 514 KiB

Open AccessReview

Fluency Interventions for Elementary Students with Reading Difficulties: A Synthesis of Research from 2000–2019

by Alida Hudson, Poh Wee Koh, Karol A. Moore and Emily Binks-Cantrell

Educ. Sci. 2020, 10(3), 52; https://doi.org/10.3390/educsci10030052 - 28 Feb 2020

Cited by 18 | Viewed by 24061

Abstract

Oral reading fluency (ORF) deficits are a hallmark of reading difficulties. The impact of fluency struggles extends beyond word-level difficulties to include deficits in reading comprehension. Sixteen empirical studies conducted in 2000–2019 that examined ORF interventions among elementary students identified as having reading [...] Read more.

Oral reading fluency (ORF) deficits are a hallmark of reading difficulties. The impact of fluency struggles extends beyond word-level difficulties to include deficits in reading comprehension. Sixteen empirical studies conducted in 2000–2019 that examined ORF interventions among elementary students identified as having reading difficulties were reviewed to identify the characteristics (e.g., instructional variables, group size, type of interventionist) of effective ORF interventions and their impact on English oral reading fluency and reading comprehension outcomes. The systematic review revealed that interventions reported centered around repeated reading procedures (86.5%). Across the 16 studies, outcomes for oral reading fluency varied widely and most focused on speed and rate aspects rather than prosody. Effect sizes for rate and accuracy measures ranged from negligible to large (i.e., 0.01 to 1.18) and three studies found large effects for prosody outcomes. Effect sizes for reading comprehension ranged between non-significant and large significant effects. Findings support the use of repeated reading of text to build up ORF of students with reading difficulties. Interventions that were found to be most effective were those that were conducted one-on-one with a trained model of fluent word reading and accuracy. Findings also point to three gaps in our understanding: (1) the efficacy of interventions other than repeated reading, (2) effects of ORF interventions on prosody outcomes, and (3) sustainability of outcomes. Full article

(This article belongs to the Special Issue Reading Fluency)

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