About this paper

Appears in:
Pages: 6100-6105
Publication year: 2017
ISBN: 978-84-617-8491-2
ISSN: 2340-1079
doi: 10.21125/inted.2017.1424

Conference name: 11th International Technology, Education and Development Conference
Dates: 6-8 March, 2017
Location: Valencia, Spain

ALL REPEATED READING FLUENCY STRATEGIES ARE NOT CREATED EQUAL

M. Carver1, C. Todd2, M. Bubp3

1Saint Leo University (UNITED STATES)
2Rio Salado College (UNITED STATES)
3Pasco County Schools (UNITED STATES)
Repeated reading has been recommended as a method to improve reading fluency. This quantitative study of 12 second graders, compared students’ reading growth using a multidimensional fluency scale on pre and post readings of a passage using four methods of repeated reading; Read Aloud, Read Aloud with a Think Aloud, Partner Reading, and iPad reading. The multidimensional fluency scale assesses student performance on five components or strands; accuracy, phrasing, smoothness, pace, and expression and volume. The two strategies incorporating teacher feedback, Read Aloud and Read Aloud with a Think Aloud, resulted in greater fluency growth as measured by the composite score on the multidimensional fluency scale than those methods incorporating just peer or individual feedback. On the second grade level, the role of the teacher appeared to be more impactful than that of peers or self. Further analysis of the five strand scores revealed that although each repeated reading strategy resulted in improved fluency composite scores, the four strategies did not impact each strand equally. The Read Aloud strategy impacted accuracy, smoothness, and pace, while the Read Aloud with a Think Aloud strategy more significantly impacted phrasing and smoothness. Partner Reading most significantly impacted expression and volume. The data indicated the importance of teacher’s choice of repeated reading strategy being determined by the scores on the students’ initial reading strands.
@InProceedings{CARVER2017ALL,
author = {Carver, M. and Todd, C. and Bubp, M.},
title = {ALL REPEATED READING FLUENCY STRATEGIES ARE NOT CREATED EQUAL},
series = {11th International Technology, Education and Development Conference},
booktitle = {INTED2017 Proceedings},
isbn = {978-84-617-8491-2},
issn = {2340-1079},
doi = {10.21125/inted.2017.1424},
url = {http://dx.doi.org/10.21125/inted.2017.1424},
publisher = {IATED},
location = {Valencia, Spain},
month = {6-8 March, 2017},
year = {2017},
pages = {6100-6105}}
TY - CONF
AU - M. Carver AU - C. Todd AU - M. Bubp
TI - ALL REPEATED READING FLUENCY STRATEGIES ARE NOT CREATED EQUAL
SN - 978-84-617-8491-2/2340-1079
DO - 10.21125/inted.2017.1424
PY - 2017
Y1 - 6-8 March, 2017
CI - Valencia, Spain
JO - 11th International Technology, Education and Development Conference
JA - INTED2017 Proceedings
SP - 6100
EP - 6105
ER -
M. Carver, C. Todd, M. Bubp (2017) ALL REPEATED READING FLUENCY STRATEGIES ARE NOT CREATED EQUAL, INTED2017 Proceedings, pp. 6100-6105.
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