"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.
Slavin, R. E., Lake, C., Davis, S., & Maden, N. A. (2012). Effective Programs for Struggling Readers: A Best-Evidence Synthesis. Best Evidence Encyclopedia.
She understands what she has read when she uses her classroom reading strategies Danica continues to struggle with reading fluency, finding specific details, identifying the main idea, understanding the meaning of a text, making inferences, predicting what may happen next and drawing conclusions for the regular education curriculum These difficulties in language arts/reading has negatively impact Danica ’s ability to perform grade level text independently within the regular education
Good morning! How many of you think that learning to read and write is necessary for children in order to become successful? Good. We are going to talk about the Reading Recovery Program that is available for students that have difficulty learning to read and write. Nine out of ten children that do not meet expectations in reading and writing in the first grade continue to fall behind in fourth grade. These children are likely to be retained, referred to special education, and drop out of school. With the help of Reading Recovery teachers, children accelerate their learning and meet academic expectations.
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 more that you read, the more things you will know. The more that you learn the more places you'll go.” This quote by Dr. Seuss explains the importance of reading. Knowing how to read is very important to be successful in life. In 2009,a nationwide study by the National Center for Educational Statistics recorded that sixty-seven percent of 4th grade students, seventy-five percent of 8th grade students, and seventy-four percent of 12th grade students were not reading at a proficient level. This will cause many problems as the child progresses through life and later on to adulthood. According to the National assessment of Adult Literacy (NAAL), forty-three percent read at the lowest 2 literacy level ("Who Needs Phonics"). They will not be able to apply to jobs, stigmatized in society, and may result in their children being illiterate also. In order to decrease the alarming rate of seven million illiterate children and give them a chance to have a better life is by integrating a method to teach them how to read better.
The common learning disability in reading is called dyslexia. Reading problems occur in a student when they have difficulty unders...
The first article, Improving Fluency in At-Risk Readers and Students with Learning Disabilities by Allinder, R., Dunse, L., Brunken, C., and Obermiller-Krolikowski, H. Allinder et. al. described fluency, what it is and how being a fluent reader is such an important skill to have because non-fluent readers use the majority of their brains decoding words, which prevents them from comprehending anything they just read. This article included information that being a fluent reader is necessary to comprehend what is read, but also that being able to comprehend what you read will increase the reader’s fluency (pg. 49). I cho...
In Watson, Fore & Boon, the authors take in consideration the early problems of early decoding for reading fluency. When teaching beginning readers, oral deco...
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 a critical survival skill for students with disabilities. Students with learning disabilities will experience multiple challenges in reading decoding, comprehension, and fluency. Many studies have shown that children who struggle with reading difficulties are often at higher risk for dropping out of school and developing psychiatric disorders. Therefore, early identification and intervention of reading difficulties is crucial for positive academic, social emotional, and economic outcomes (Partanen, Siegel, 2013). Unlike students with learning disabilities, good readers effortlessly recognize words and build
Scott, T. M., & Shearer-Lingo, A. (2002). The effects of reading fluency instruction on the academic and behavioral success of middle school students in a self-contained E/BD classroom. Preventing School Failure, 46, 167-173.
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.
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,
Jennings, J. H., Caldwell, J. S., & Lerner, J. L. (2010). Reading Problems Assessment and
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...