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Small Group Reading Practice and Ora...

Williams, Camisha H.

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Small Group Reading Practice and Oral Reading Fluency in Second Grade Students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Small Group Reading Practice and Oral Reading Fluency in Second Grade Students./
作者:	Williams, Camisha H.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2011,
面頁冊數:	159 p.
附註:	Source: Dissertations Abstracts International, Volume: 73-02, Section: A.
Contained By:	Dissertations Abstracts International73-02A.
標題:	Educational psychology. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3461860
ISBN:	9781124761817

Small Group Reading Practice and Oral Reading Fluency in Second Grade Students.
Williams, Camisha H.

Small Group Reading Practice and Oral Reading Fluency in Second Grade Students. - Ann Arbor : ProQuest Dissertations & Theses, 2011 - 159 p.

Source: Dissertations Abstracts International, Volume: 73-02, Section: A.

Thesis (Ph.D.)--Walden University, 2011.

This item must not be added to any third party search indexes.

According to Chall's stages of reading development, oral reading fluency skills become stable in 2nd grade. The intervention used in this research was small group, guided reading instruction to remediate oral reading fluency deficits in 2nd grade students at a rural elementary school. Limited research is available on such interventions in this geographical context and population. Archival data of 10 2nd grade students were analyzed. Five students were assigned to the treatment group and five students were assigned to the comparison group based on their initial level of reading fluency. The research questions examined oral reading fluency scores of the treatment and comparison groups after the treatment group received intervention for 12 weeks and 24 weeks to determine if there was improvement in their oral reading fluency as measured by the oral reading fluency portion of the DIBELS. A nonparametric statistical method, the Mann-Whitney U test, indicated statistically significant greater improvement in reading test change scores among the comparison group than the treatment group after the treatment group received the intervention for 12 and 24 weeks. However this analysis was confounded by pretest differences in reading fluency and therefore was not interpretable. This research has practical and theoretical implications as it directly assessed the effectiveness of small group, guided reading intervention used to address oral reading fluency deficits, and demonstrates a need for further examination of such interventions. The study contributes to positive social change by directly informing decision making regarding small group, guided reading intervention as a mechanism to enhance growth of oral reading fluency skills in 2nd grade students, especially within in educational systems with limited resources.

ISBN: 9781124761817Subjects--Topical Terms:

517650
Educational psychology.
Subjects--Index Terms:

Oral reading

Small Group Reading Practice and Oral Reading Fluency in Second Grade Students.
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500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Trimble, Arcella.
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506 $a This item must not be added to any third party search indexes.
506 $a This item must not be sold to any third party vendors.
520 $a According to Chall's stages of reading development, oral reading fluency skills become stable in 2nd grade. The intervention used in this research was small group, guided reading instruction to remediate oral reading fluency deficits in 2nd grade students at a rural elementary school. Limited research is available on such interventions in this geographical context and population. Archival data of 10 2nd grade students were analyzed. Five students were assigned to the treatment group and five students were assigned to the comparison group based on their initial level of reading fluency. The research questions examined oral reading fluency scores of the treatment and comparison groups after the treatment group received intervention for 12 weeks and 24 weeks to determine if there was improvement in their oral reading fluency as measured by the oral reading fluency portion of the DIBELS. A nonparametric statistical method, the Mann-Whitney U test, indicated statistically significant greater improvement in reading test change scores among the comparison group than the treatment group after the treatment group received the intervention for 12 and 24 weeks. However this analysis was confounded by pretest differences in reading fluency and therefore was not interpretable. This research has practical and theoretical implications as it directly assessed the effectiveness of small group, guided reading intervention used to address oral reading fluency deficits, and demonstrates a need for further examination of such interventions. The study contributes to positive social change by directly informing decision making regarding small group, guided reading intervention as a mechanism to enhance growth of oral reading fluency skills in 2nd grade students, especially within in educational systems with limited resources.
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