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Teacher as Researcher Project: The Effects of Repeated Readings on Fluency and Comprehension

Teacher as Researcher Project: The Effects of Repeated Readings on Fluency and Comprehension. Kristen Reynolds Jackie Jenkins. Background Information. Our Classroom Populations. Both.

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Teacher as Researcher Project: The Effects of Repeated Readings on Fluency and Comprehension

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  1. Teacher as Researcher Project:The Effects of Repeated Readings on Fluency and Comprehension Kristen Reynolds Jackie Jenkins

  2. Background Information

  3. Our Classroom Populations Both * are concerned with fluency skills to aid in comprehension and to prepare students for the next grade level expectations. *Feel as if fluency work is often overlooked by teachers. *Used repeated readings to increase fluency and comprehension and create life-long readers

  4. Students Jackie’s Students Kristen’s Students

  5. Intervention Procedures

  6. Data Collection Sources(Pre-, Mid-, and Post Intervention)

  7. How we stored our data • Data was collected and then compiled onto a Google Documents Chart so that we could compare and analyze our results in one place. • We coded our assessments and results by putting an “F” on any information relevant to fluency and a “C” on any information relevant to comprehension. • We kept paper copies of our data in locked file cabinets at our respective schools.

  8. Oral Reading Fluency Graph

  9. Retell Graph

  10. Fluency Likert Scale Results • Fluency expectations are relative to grade level. • We decided to not do a mid-intervention assessment with this measure due to two factors. • 1. We did not want to overburden a colleague with completing three scales • 2. We thought the most growth would be shown at the end of intervention

  11. Teacher Questioning and Observations

  12. Conclusions (what we know so far…)

  13. Now What? Primary teachers can and should focus instruction on reading fluency. We determined that students’ comprehension can improve if teachers will set aside instructional time to work on building fluency and retell. In twenty minutes per day, students can become more expressive, independent readers through a fun and interactive method.

  14. Resources • John Pikulski and David Chard, “Beyond the Book Strategies: Fluency: The Bridge from Decoding to Reading Comprehension,” http://www.beyond-the-book.com/strategies/strategies_031908.html. • Christine Neddenriep, Abigail Fritz, and Miranda Carrier, “EBSCOhost: Assessing for generalized improvements in reading comprehension by interven...,” http://0-ehis.ebscohost.com.wncln.wncln.org/ehost/detail?hid=5&sid=dcb90ae2-35a1-4034-9e7e-d90341f563c6%40sessionmgr10&vid=7&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=ehh&AN=55742266. • William J. Therrien, “Fluency And Comprehension Gains As A Result Of Repeated Reading: A Meta Analysis - Research and Read Books, Journals, Articles at Questia Online Library,” http://www.questia.com/googleScholar.qst%3Bjsessionid=757C001D54AF621D4C3BEFA98EAEFD16.inst2_2a?docId=5006659674. • “fluency Rasinski.pdf,” http://education.uncc.edu/kdwood/fluency%20Rasinski.pdf.

  15. Resources continued • Maryanne Wolf, “New Research on an Old Problem: A Brief History of Fluency | Scholastic.com,” http://www2.scholastic.com/browse/article.jsp?id=4468. • YaacovPetscher and Kim Young-Suk, “science.pdf - Powered by Google Docs,” https://docs.google.com/viewer?a=v&pid=gmail&attid=0.1&thid=12e05378da4b61eb&mt=application/pdf&url=https://mail.google.com/mail/?ui%3D2%26ik%3De3d7649c26%26view%3Datt%26th%3D12e05378da4b61eb%26attid%3D0.1%26disp%3Dsafe%26zw&sig=AHIEtbTwNOteccLKyp-vZIbldKdyEQVDxQ&pli=1.” • Mark Shinn et al., “shinnetalSPR1992.pdf-link.pdf - Powered by Google Docs,” https://docs.google.com/viewer?a=v&pid=gmail&attid=0.1&thid=12e05383e84f38f6&mt=application/pdf&url=https://mail.google.com/mail/?ui%3D2%26ik%3De3d7649c26%26view%3Datt%26th%3D12e05383e84f38f6%26attid%3D0.1%26disp%3Dsafe%26zw&sig=AHIEtbQix9vOllNRfs1g7AQ3xKSe9vIhUQ.”

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