Using performance methods to enhance students' reading fluency

Young, Chase; Valadez, Corinne Montalvo; Gandara, Cori

doi:10.1080/00220671.2015.1016599

Cited by 15 publications

(13 citation statements)

References 23 publications

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“…Model reading by a good reader is important for the development of prosodic reading skills (Miller & Schwanenflugel, 2006;Schwanenflugel et al, 2004). It is observed that the prosody scores of students increased in the studies where prosodic modelling was performed (Dowhower, 1991;Keskin 2012;Yıldırım et al, 2012;Young, Bowers & MacKinnon, 1996;Young, Valadez & Gandara, 2016). In the present study, audiobooks and prosodic modelling by the teacher were effective in developing the prosodic reading skills of the students.…”

Section: Discussionsupporting

confidence: 48%

“…The students in the experimental group receiving Fluency-Oriented Reading Instruction recorded a statistically significant improvement compared to the control group in terms of comprehending the narrative and informative texts. In the literature, there are studies stating that training programs on the development of reading fluency skills improve reading comprehension (Akyol & Baştuğ, 2015;Çayır, 2014;Duran & Sezgin, 2012a, 2012bGürbüz, 2015;Rasinski et al 1994;Yıldırım et al, 2012;Yılmaz 2006;Young et al, 2016) while other studies suggest that these pieces of training do not always contribute to reading comprehension (Carrick, 2000;Keskin, 2012;O'Shea, Sindelar & O'Shea, 1985;Schwanenflugel et al, 2009). The different results from the studies show that many variables such as the grade and reading level of students, the teaching method used in the study and its implementation time should be taken into consideration in the evaluation of the effects of reading fluency training on reading comprehension skills.…”

Section: Discussionmentioning

confidence: 99%

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The effects of fluency-oriented reading instruction on reading skills

Uysal

Duman

2020

pegegog

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The aim of this study is to examine the effects of Fluency-Oriented Reading Instruction on reading skills. The study group consisted of fifth-grade students. The quasi-experimental pretest-posttest comparison group design was used in the present study and a twenty-week study program was carried out. In the experimental intervention process, the Fluency-Oriented Reading Instruction method, which is a classroom-based approach for students at different reading levels involving the collective use of multiple reading fluency methods and applications for the whole class, was applied to the experimental group. “Error Analysis Inventory”, “Reading Prosody Rubric”and, "Reading Comprehension Test" were used as data collection tools, "Personal Information Form" was used to determine demographic features, and “Self, Peer and Group Assessment Forms” were used for the students to assess themselves and their peers. The one-way analysis of variance (ANOVA) and one-way analysis of covariance (ANCOVA) were used in the analysis of the data obtained in the study. While the findings obtained revealed significant differences in favor of the experimental group in the students' narrative and informative text reading speed, reading prosody and reading comprehension scores, no significant difference was found between the experimental group and the control groups in terms of word recognition levels. The findings obtained from the present study have shown that Fluency-Oriented Reading Instruction, which is carried out with reader’s theater, paired reading, model reading with audiobooks and home reading, affects the reading performances of students.

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Section: Discussionsupporting

confidence: 48%

Section: Discussionmentioning

confidence: 99%

The effects of fluency-oriented reading instruction on reading skills

Uysal

Duman

2020

pegegog

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“…After implementing this karaoke‐type classroom activity for an entire school year, all but one student made at least one year's growth in reading and several students exceeded the expectation for reading growth. Three years later, a quasi‐experimental study (Young, Valadez & Gandara, ) confirmed that rereading and rehearsing songs for performance has large effects on reading prosody. Three second grade classes participated in the study.…”

mentioning

confidence: 94%

“…A student's reading rate is typically used to measure automaticity (Good & Kaminski, ), and it is represented by words read per minute. Researchers (Young, Valadez & Gandara, ; Deno, ; Deno, Mirkin, & Chiang, ) have combined the accuracy and automaticity components to represent word recognition automaticity (WRA). Thus, WRA is measure of accuracy and rate, or words read correctly per minute.…”

mentioning

confidence: 99%

Readers Theatre: effects on word recognition automaticity and reading prosody

Young

Rasinski

2017

Journal Research in Reading

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In this quasi-experimental study, the researchers examined the effects of implementing Readers Theatre in a second grade classroom, comprised of seven and eight-year-old students. The 70 subjects were chosen as a non-probability sample from two different classes and served as the treatment (n = 29) and comparison (n = 41) groups. A repeated measures analysis of variance revealed statistically significant interaction and time effects. The post hoc analysis of simple effects indicated that the Readers Theatre treatment yielded larger effects on word recognition automaticity and prosody. Practical implications of this study suggest that consistent implementation of Readers Theatre in grade two classrooms can have a large impact on students' reading fluency. What is already known about this topic• Readers Theatre can increase students' reading fluency • Readers Theatre is an engaging classroom activity What this paper adds• This presents a more rigorous analysis of Readers Theatre's effect on reading fluency • This is the first Readers Theatre study to conduct inferential analyses involving a control and treatment group • This is the first Readers Theatre article that compares mean difference effect sizes Implications for theory, policy or practice• Readers Theatre has a large effect on word recognition automaticity • Readers Theatre has a large effect on reading prosody • Students in classrooms that utilise Readers Theatre demonstrate greater gains in fluency than those classes who do not use Readers Theatre

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“…Prosody has historically been neglected in reading instruction [44][45][46]. In a study [47] that employed reader theater and karaoke as reading activities, students in both the treatment and comparison groups made significant gains in word recognition automaticity, but only the treatment group made gains in reading prosody. The authors claim that this disparity was attributed to the types of instruction.…”

Section: Discussionmentioning

confidence: 99%

Read Like Me: An Intervention for Struggling Readers

2020

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The current study reports on a reading intervention method titled Read Like Me. The intervention utilizes a stacked approach of research-based methods, including reading aloud, assisted reading, and repeated reading. The student involved was a second-grade boy reading below grade level who was identified as dyslexic and diagnosed with attention deficit hyperactive disorder. Using a single-case experimental design, the intervention was monitored in four phases, including a baseline, intervention coupled with regular schooling, intervention only, and a return to baseline. The results indicated that the intervention combined with regular schooling improved his reading expression and rate and also his decoding skills, word knowledge, and reading comprehension. In conclusion, the authors offer Read Like Me as one more intervention that may be a viable option for teachers in their effort to support developing readers.The theory of automaticity essentially purported that the more automatic readers become in word recognition, the more cognitive resources can be reallocated to higher-level reading processes, such as reading comprehension [1]. Stanovich [2] referred to the theory of automaticity as a critical precursor to many important reading theory developments. Decades later, it is still used to frame studies in reading, especially those that examine practiced-based methods [3][4][5][6]. The purpose of this study was to explore the effectiveness of a newly developed practice-based reading intervention for struggling elementary readers. The intervention, Read Like Me, is a multifaceted approach comprised of several researched interventions, including reading aloud, repeated readings, assisted reading, and the gradual release of responsibility. In light of the significant impact that the methods have on students' reading, the methods were combined to create a synergistic and potentially effective intervention.Struggling readers need expert, research-based instruction [7] especially as the expectations grow for young readers. Students are increasingly required to read texts that are too difficult, a requirement that contradicts previous research [8,9]. Gradually, however, that perspective has changed [10], and students are frequently engaged in texts that are far more challenging. Allington [7] adamantly opposes this practice and reminds us that adults would likely refuse to read books at only 98%-word recognition accuracy, which would amount to approximately six unknown words per page. Regardless, here we are putting difficult texts into the hands of struggling readers.Recently, Strong, Amendum, and Conradi Smith [11] described a similarly dim outlook on the current perspectives on text difficulty in modern reading education. However, the authors continued on to describe some of the research that may help educators consider the appropriate contexts for utilizing challenging texts. Before selecting a text, a teacher should consider the reader and also how much assistance will be provided. Thus, it might be possible for te...

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Using performance methods to enhance students' reading fluency

Cited by 15 publications

References 23 publications

The effects of fluency-oriented reading instruction on reading skills

The effects of fluency-oriented reading instruction on reading skills

Readers Theatre: effects on word recognition automaticity and reading prosody

Read Like Me: An Intervention for Struggling Readers

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