"By wisdom a house is built, and through understanding it is established; through knowledge its rooms are filled with rare and beautiful treasures." Proverbs 24:3-4 Reading fluency remains one of the areas of reading that often gets overlooked when addressing basic reading skills and comprehension for students who struggle in the area of reading. Studying fluency will allow those who teach reading to find strategies that are proven to be successful in the growth of reading.
The purpose of this research is introduce the concept of how fourth grade students with documented learning disabilities can achieve greater reading fluency with repetitive reading while comparing and contrasting three theories: Ehri’s Stages of Reading Development, Chall’s Stages of Reading Development, and Piaget’s Stages of Child Development with a focus on concrete operations.
Introduction:
“The 2005 Nation’s Report Card indicated that only 31% of fourth-grade students could read at a proficient level. Additionally, the majority of special education referrals are for reading problems” (Williams & Skinner, 2011, p. 87). “Recently, there has been an increased attention to reading fluency. The individual constituents of fluency and the relationships of fluency to comprehension have been of particular interest” (Klauda & Guthrie, 2008, p. 310). Findings in used to synthesize research on interventions found that building fluency required an explicit model which incorporated repeated and multiple readings of familiar texts. (Chard, Vaughn, & Tyler 2002).
The research on fluency has been both extensive and a labor of love by those who carry the passion of obtaining true automaticity and generalization in the realm of reading fluency and comprehe...
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...sessment: issues of construct, criterion, and consequential validity. Reading Research Quarterly, 45 (3), 270-322.
Westein, G., Cook, L. (1992). The effects of two repeated reading interventions on generalization of fluency. Learning Disability Quarterly, 15, 21-28.
Williams, J., Skinner, C, (2011). Words correct per minute: the variance in standardized reading scores accounted for by reading speed. Psychology in the Schools, 48 (2), 87-101.
Yurick, A. L., Robinson, P. D., Cartledge, G., Lo, Y.-y., & Evans, T. L. (2006). Using peer- mediated repeated readings as a fluency-building activity for urban learners. Education & Treatment of Children, 29, 469-506.
Ya-yu, L., Cooke, N., Starling, L. (2011). Using a repeated reading program to improve generalization of oral reading fluency. Education and Treatment of Children, 34 (1), 115-126.
Suresh, G., Horbar, J., Plsek, P., Gray, J., Edwards, W., Shiono, P., & ... Goldmann, D. (2004).
This is a reading intervention classroom of six 3rd grade students ages 9-10. This intervention group focuses on phonics, fluency, and comprehension. The students were placed in this group based on the results of the DIBELS Oral Reading Fluency assessment. Students in this class lack basic decoding skills.
With such high numbers of adolescents falling below basic in reading, illiteracy is a battle that must be fought head on. The largest dilemma with the struggle is the number of variations that cause adolescents to become reluctant, unmotivated or struggling readers. Fortunately, a large number of strategies exist to encourage and strengthen readers of all ages, proving that adolescence is not a time to give up on faltering students. Rather, it is a time to evaluate and intervene in an effort to turn a reluctant reader into an avid one (or near enough). Ultimately, educators must learn to properly assess a student’s strengths and weaknesses (Curtis, 2009) and pair them with the proper intervention techniques. If one method does not work, countless others exist to take its place.
The causes of reading difficulties often arise because of learning disabilities such as dyslexia, poor preparation before entering school, no value for literacy, low school attendance, insufficient reading instruction, and/or even the way students were taught to read in the early grades. The struggles that students “encounter in school can be seen as socially constructed-by the ways in which schools are organized and scheduled, by assumptions that are made about home life and school abilities, by a curriculum that is often devoid of connections to students’ lives, and by text that may be too difficult for students to read” (Hinchman, and Sheridan-Thomas166). Whatever the reason for the existence of the reading problem initially, by “the time a [student] is in the intermediate grades, there is good evidence that he will show continued reading g...
Scarborough. H. S. (1998). Predicting the future achievement of second graders with reading disabilities: Contributions of phonemic awareness, verbal memory, rapid naming, and IQ. Annals of Dyslexia. 48 (1), p115-136.
Research and studies that have been conducted for the Early Literacy Skills Builder by the Attainment Company (Browder, Gibbs, Ahlgrim-Delzell, Courtade, & Lee, in press) prove that this literacy program is effective in teaching students with moderate and severe disabilities. The teaching strategies used in this literacy program are based on scientifically based reading research. The purpose of this literature review is to familiarize myself and other educators with the effectiveness of this program.
Hugh, W. C., Fey, E. M., & Zhang, J. B. (2002). A Longitudinal Investigation of Reading Outcomes in Children With Language Impairments. Journal of Speech, Language & Hearing Research, 1142-1157.
Many of these students require intensive instruction to maintain the academic skills they have been taught and to improve their academic deficits. For many students with E/BD, achievement problems are particularly troublesome in the area of reading (Maughan, Pickles, Hagell, Rutter, & Yule, 1996). Unfortunately, there has been very little published research in the area of reading instruction with this population of students. In their review of reading interventions in the area of E/BD, Coleman and Vaughn (2000) identified only eight published studies that reported the results of reading interventions for students with E/BD. The majority of these studies were conducted with students younger than 12 years of age.
Stanberry, K., & Swanson, L. (2009). Effective Reading Interventions for Kids With Learning Disabilities. In LD online. Retrieved January 13, 2014
Reading is a complex process that’s difficult to explain linearly. A student’s reading capabilities begin development long before entering the school setting and largely start with exposure (Solley, 2014). The first remnants of what children are able to do in terms of reading are built from their parents and other people and object around them as they’re read to, spoken to, and taken from place to place to see new things (Solley, 2014). As kids are exposed to more and more their noises quickly turn into intentional comprehensible messages and their scribbling begins to take the form of legible text as they attempt to mimic the language(s) they’re exposed to daily.
It is a primary component of reading fluency. Blau (2001) states reading speed as the ease of reading together with the ability of comprehension. Readers must be fluent with encoding in order to obtain words and understand meaning easily, quickly and accurately (Sa’ad, 2006). Numerous studies have been conducted on the necessity for improvement of reading speed for students at different educational stages (Qaisi, 1984; Buhairi, 1988; Amarnah, 1998; Garaibah 2003; Alhajaj, 2006; Beach, 2008; Krumian, 1999; Boutros, 1980). Krumian (1999) confirmed the necessity for training in reading speed that such training raises the speed of reading and comprehension for
Reading and writing is a key part of everyone’s life. There has been some encouraging levels of reading development in primary school assessments. According to the National Assessment Program Literacy and Numeracy report (2015), 95.5% of students achieve at or above the national minimum standard of reading. It is important to know effective ways to teach reading so children can become active problem solvers to enable them to read for meaning or for fun. Over the years, there has been a big amount of research into the most effective ways to teach reading skills to students. There are some systematically taught key skills and strategies that help achieve these levels of reading. Some of these skills include phonological awareness, phonemic awareness,
After the reading, the student had to answer three questions verbally. The questions were what was the story about, why do penguins have to live in cold climates, and what are some details about penguins. The student answered all three questions but he had difficulty explaining the answers and had to go back and reread. The reason the student had difficulty...
After reading about fluency and word identification case studies. My selection was Nathan a fourth grader who has a difficult time in reading. He likes reading, able to recognize sight words, and decode one syllable words. Lately Nathan attitude has change because of the task in reading he cannot master. “Skills in decoding words assists students in developing spelling skills” (Wilde, 1997). Nathan will as a goal decode 2nd and 3rd grade level text, running records with a 75% accuracy as measured by assessments, assignments, and observation. Nathan will decode 10 multi-syllabic words adding high frequency words to build up his vocabulary. Nathan reads 55 words a minute. His second goal is to have him reading 80 words a minute to bring him
Reading is an essential skill that needs to be addressed when dealing with students with disabilities. Reading is a skill that will be used for a student’s entire life. Therefore, it needs to be an important skill that is learned and used proficiently in order for a student to succeed in the real world. There are many techniques that educators can use to help improve a student’s reading comprehension. One of these skills that needs to be directly and explicitly taught is learning how to read fluently for comprehension. “To comprehend texts, the reader must be a fluent decoder and not a laborious, word-by-word reader” (Kameenui, 252). Comprehension can be difficult for students with learning disabilities because they tend to be the students that are reading below grade level. One strategy is to incorporate the student’s background knowledge into a lesson. This may require a bit of work, but it will help the students relate with the information being pres...