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Group Tutoring and the Effects on Reading Fluency and Motivation to Read

Group Tutoring and the Effects on Reading Fluency and Motivation to Read. Using Related Science Activities. Amy Kraft Ahern. Frustration…. No Motivation…. Improving Reading Comprehension. Phonics Phonemic Awareness Vocabulary Fluency Reading Comprehension. Problem.

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Group Tutoring and the Effects on Reading Fluency and Motivation to Read

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  1. Group Tutoring and the Effects on Reading Fluency and Motivation to Read Using Related Science Activities Amy Kraft Ahern

  2. Frustration…

  3. No Motivation…

  4. Improving Reading Comprehension • Phonics • Phonemic Awareness • Vocabulary • Fluency • Reading Comprehension

  5. Problem • 44% of fourth graders lack in reading fluency • Reading motivation is low • Expository text Adaniano & Turner, 2005 Ritchey, Silverman, Montanaro, Speece, & Schatschneider, 2012

  6. Fluency • Why is it important? • “Oral reading fluency is one of the strongest predictors of students’ overall reading ability.” Bengeny, 2011 Therrien, 2004

  7. How to Increase Fluency? • Repeated Reading • 1979 study by S. Jay Samuel • Replicated in over 200 studies

  8. Group Peer Tutoring • Children need to interact • Improve self-esteem • Improve attitude toward school • Positive attitude toward subject matter Madrid, Canas, & Ortega-Medina, 2007

  9. Motivation • “Reading is an effortful activity that often involves choice, motivation is crucial to reading engagement” Wigfield, Guthrie, Tonks, & Perencevich, 2004

  10. CORI • Concept-Oriented Reading Instruction • Science concepts • Hands on activities • Choice • Collaboration Wigfield, et al, 2004

  11. Research Questions • How will peer mediated group tutoring affect reading fluency? • How will repeated reading of nonfiction science passages affect reading fluency? • How will related hands on science activities affect reading motivation?

  12. Participants • 22 fourth grade students • Six students labeled gifted and talented • One student with a speech language IEP • One student receiving ESL services • Eight receiving Tier 2 Reading Interventions • School • K-4 elementary school • School of 450 students

  13. School

  14. Plan • Eight weeks • 7 groups with three to four students of various abilities • Monday through Wednesday - Repeated Reading • Science passages with activities

  15. Thursday - activity day

  16. Friday - AimsWeb Fluency check and vote for following week’s topic

  17. Results…

  18. Happy Reader!

  19. References Abadiano, H. R. & Turner, J. (2005). Reading fluency: The road to developing efficient and effective readers. Review of Research in the Classroom, 41(1), 50-56. AIMSweb National Norms Table. (2014). [Table Reading – Curriculum Based Measurement]. Retrieved from http://aimsweb.pearson.com Begeny, J. C. (2011). Effects of the helping early literacy with practice strategies (HELPS) reading fluency program with implemented at different frequencies. School Psychology Review 40(1), 149-157. Dion, E., Fuchs, D., & Fuchs, L.S. (2005). Differential effects of peer- assisted learning strategies on students’ social preference and friendship making. Behavioral Disorders, 30(4), 421-429. Dufrene, B. A., Reisener, C. D., Olmi, D. J., Zoder-Martell, K., McNutt, M. R., & Horn, D. R. (2010). Peer tutoring for reading fluency as a feasible and effective alternative in response to intervention. Behavioral Education, 19(3), 239-256.

  20. Fountas, I. C. & Pinnell, G. S. (2008). Fountas & Pinnell benchmark assessment system 2: Assessment guide. Portsmouth, NH: Heineman. Green, S. K., Alderman, G., & Leighty, A. (2004). Peer tutoring, individualized intervention, and progress monitoring with at-risk second grade readers. Preventing School Failure, 49(1), 11-17. Gorsuch, G. & Taguchi, E. (2010). Developing reading fluency and comprehension using repeated reading: Evidence from longitudinal student reports. Language Teaching Research, 14(1), 27-59. Hasbrouck, J. (2006). Understanding and assessing fluency. Reading Rockets. Retrieved from http://www.readingrockets.org/article/27091/?theme=print Hasbrouck, J. & Tindal, G. A. (2006). Oral reading fluency norms: A valuable assessment tool for reading teachers. The Reading Teacher, 59(7), 636-644.

  21. Hashimoto, K., Utley, C. A., Greenwood, C. R., & Pitchlyn, C. L. (2007). The effects of modified classwide peer tutoring procedures on the generalization of spelling skills of urban third-grade elementary students. Learning Disabilities: A Contemporary Journal, 5(2), 1-29. Madrid, L. D., Canas, M., & Ortega-Medina, M. (2007). Effects of team competition versus team cooperation in classwide peer tutoring. The Journal of Educational Research, 100(3) 155-160. Menesses, K. F. & Gresham, F. M. (2009). Relative efficacy of reciprocal and nonreciprocal peer tutoring for students at-risk for academic failure. School Psychology Quarterly, 24(4), 266-275. Oddo, M., Barnett, D. W., Hawkins, R. O., & Musti-Rao, S. (2010). Reciprocal peer tutoring and repeated reading increasing practicality using student groups. Psychology in Schools, 47(8), 842-858.

  22. Olson, P. C. (2011). Weaker readers as experts: Preferential instruction and the fluency improvement of lower performing student tutors. Reading Improvement, 48(4), 157-167. Pearson. (2012). AIMSweb rate of improvement growth norms guide. Bloomington, MN. Ritchey, K. D., Silverman, R. D., Speece, D. L. & Schatschneider, C. (2012). Effects of a tier 2 supplemental reading intervention for at-risk fourth- grade students. Exceptional Children, 78(3), 318-334. Strickland, W. D., Boon, R. T., & Spencer, V. G. (2013) The effects of repeated reading on the fluency and comprehension skills of elementary-age students with learning disabilities (LD), 2001-2011: A review of research and practice. Learning Disabilities: A Contemporary Journal, 11(1), 1-33. Therrien, W. J. (2004). Fluency and comprehension gains as a result of repeated reading: A meta-analysis. Remedial and Special Education, 25(4), 252-261.

  23. Therrien, W. J., Gormley, S., & Kubina, R. M. (2006). Boosting fluency and comprehension to improve reading achievement. Teaching Exceptional Children, 38(3), 22-26. Therrien, W. J., Wickstrom, K., & Jones, K. (2006). Effect of a combined repeated reading and question generation intervention on reading achievement. Learn Disabilities Research & Practices, 21(2), 89-97. Samuels, S. J. (1997). The method of repeated reading. The Reading Teacher, 50(5), 376-381. Vadasy, P. F. & Sanders, E. A. (2008) Repeated reading intervention: Outcomes and interactions with reader’s skills and classroom instruction. Journal of Educational Psychology, 100(2), 272-290. Wigfield, A., Guthrie, J. T., Perencevich, K. C., Taboada, A., Klauda, S. L., McRae, A., & Barbosa, P. (2008). Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes. Psychology in the Schools, 45(5), 432-445. Wigfield, A., Guthrie, J. T., Tonks, S., & Perencevich, K. (2004). Children’s motivation of reading: Domain specificity and instructional influences. The Journal of Educational Research, 97(6), 299-309.

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