Reading Together: A Successful Reading Fluency Intervention

Young, Chase; Mohr, Kathleen A. J.; Rasinski, Timothy V.

doi:10.1080/19388071.2014.976678

Cited by 35 publications

(57 citation statements)

References 28 publications

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“…In addition, scores on the district ' s reading assessment indicated that R2I had a moderate effect on the students' overall reading comprehension. This research supports R2I as a viable and powerful way to increase students' reading fluency (see Young, mohr, & Rasinski, 2015 , for a full description of the study).…”

Section: The Genesis Of Read Two Impresssupporting

confidence: 72%

“…Recently, we (Young, mohr, & Rasinski, 2015 ) revisited this nIm/repeated readings hybrid to more formally study the effects of R2I. we recruited volunteers from various backgrounds-parents, undergraduate students, staff members, and tutors-who were trained to deliver the R2I tutoring.…”

Section: The Genesis Of Read Two Impressmentioning

confidence: 99%

“…Classroom fluency support typically involves stand‐alone instructional practices such as Readers Theatre or choral reading (Rasinski, ), but many students need more concerted, synergistic, intentional, and individualized attention. In this article, we offer a method for increasing students’ reading fluency called Read Two Impress (R2I; Mohr, Dixon, & Young, ; Rasinski & Young, ; Young & Mohr, in press; Young, Mohr, & Rasinski, ). This approach combines some recommended strategies that can have a powerful effect on students’ oral reading proficiency.…”

mentioning

confidence: 99%

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Read Two Impress

Young¹,

Rasinski²,

Mohr³

2015

The Reading Teacher

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The authors describe a research‐based method to increase students’ reading fluency. The method is called Read Two Impress, which is derived from the Neurological Impress Method and the method of repeated readings. The authors provide step‐by‐step procedures to effectively implement the reading fluency intervention. Previous research indicates that Read Two Impress can significantly impact students’ reading fluency and overall reading achievement.

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Section: The Genesis Of Read Two Impresssupporting

confidence: 72%

Section: The Genesis Of Read Two Impressmentioning

confidence: 99%

mentioning

confidence: 99%

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Read Two Impress

Young¹,

Rasinski²,

Mohr³

2015

The Reading Teacher

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“…The early experience that English as a second language (ESL) pupils encounter when reading second language materials could determine their interest and attitudes toward reading (Young, Mohr & Rasinki [24]). They also stated that pupils will employ their reading interest and attitude that they have gained towards reading in a second language as they xadvance to the development stages of reading.…”

Section: Pupils' Interest In Readingmentioning

confidence: 99%

Implementing Pre-Reading Strategies to Improve Struggling ESL Learners’ Interest and Comprehension in English Reading Lessons

Thuraisingam¹

2017

IJECS

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This paper presents the implementation of pre-reading strategies to facilitate reading skills and increase interest in reading lessons among struggling ESL primary school pupils using the Fuzzy Delphi Method (FDM) and Fuzzy Analytic Hierarchy Process (FAHP) which is a multiple-attribute decision process that is normally made by a review committee with experts from academia. It also aims at providing a systematic approach to selecting appropriate pre-reading strategies to improve pupils' interest and comprehension in English reading lessons. In this study, six English Language teachers from Kuala Lumpur participated as experts to answer a questionnaire in the Fuzzy Delphi method to determine pre-reading strategies that facilitate reading among struggling Year Four pupils. A total of 250 Year Four pupils participated in a comprehension pretest from which thirty-five struggling Year Four pupils were selected. Through the Fuzzy Delphi Method (FDM) and the Fuzzy Analytic Hierarchy Process (FAHP), three key pre-reading strategies were selected and sequenced according to their degree of importance as selected by the experts. The percentage of consensus achieved was 85% and the fuzzy hierarchy for pre-reading strategies was determined and ranked according to its importance namely activating prior knowledge, teaching explicit vocabulary, and conducting role-play. These strategies were implemented by the expert teachers during two English reading Research Cycles after which a post-test was administered. The post-test and checklists of observation on expert teachers indicated that the chosen pre-reading strategies had a significant effect in increasing pupils' interest and comprehension in reading.

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“…An ever-growing body of scientific studies, conducted in actual and authentic classroom or clinical settings, have found that the use of alternative texts such as poetry, song lyrics, readers theater scripts, and speeches leads to improvements not only in measures of reading fluency (accuracy, automaticity, and prosody), but also, and more importantly, in reading comprehension and overall reading achievement (Crosby, Rasinski, Padak, & Yildirim, 2014;Griffith & Rasinski, 2004;Iwasaki, Martinez, Roser, & Strecker, 1999;Rasinski, Yildirim, & Zimmerman, 2014;Vasinda & McLeod, 2011;Wilfong, 2008;Young, Mohr, & Rasinski, 2015;Young & Rasinski, 2009;Zimmerman, Rasinski, Melewski, 2013). These studies employed a simple methodology in which students regularly engaged in repeated readings of poetry, scripts, and other alternative texts for the purpose of eventually performing the texts for an audience.…”

Section: Conclusion: Do Approaches Such As These Actually Work?mentioning

confidence: 99%

Alternative Text Types to Improve Reading Fluency for Competent to Struggling Readers

Rasinski¹,

Rupley²,

Paige³

et al. 2016

INT J INSTRUCTION

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This article offers instructional suggestions and strategies based on research and theoretical literature for developing reading fluency through the use of rhyming poetry and other texts beyond the narrative and informational texts that have been traditionally used for reading instruction. Readers' lack of fluency in reading can be a monumental impediment to proficiency in good comprehension and overall reading competency. For all readers it is well established that as they progress in reading competence their reading ability grows (Stanovich, 1993(Stanovich, /1994). This continued reading success begets continued reading growth; however, many struggling readers have difficulty in moving to a level of automaticity and fluency in their reading that enables them to engage in a successful practice. Lack of practice inhibits their reading comprehension. Readers' abilities to effectively comprehend texts are significantly affected by their proficiency in accurate and automatic word recognition and prosody (May, 1998;Stanovich, 1993 Stanovich, /1994Schreiber, 1991). Repeated reading practice has been shown to be a powerful way to improve these important fluency competencies. Certain texts are particularly well suited for repeated reading that improves both aspects of fluency.

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Reading Together: A Successful Reading Fluency Intervention

Cited by 35 publications

References 28 publications

Read Two Impress

Read Two Impress

Implementing Pre-Reading Strategies to Improve Struggling ESL Learners’ Interest and Comprehension in English Reading Lessons

Alternative Text Types to Improve Reading Fluency for Competent to Struggling Readers

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