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Effects of
Fluency on Comprehension
Fluency on Comprehension
Bridget
Collins
Bridget
Leonard
Julie
Pryor
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Research Statement
/ How does fluency effect comprehension?
/Fluency has been ignored in classrooms
/Without fluency
comprehension is hindered
/There is a direct link between fluency and
comprehension
Be=
geny
and Silber
/Examined whether group instruction would
increase fluency
<=
span
class=3DBB style=3D'position:absolute;left:-5.89%;top:.3em'>/Four
elementary students
<=
span
class=3DBB style=3D'position:absolute;left:-4.98%;top:.3em'>/Instru=
cted in
regular education setting
/Conclu=
ded that
group-based fluency interventions can be highly effecti=
ve
in improving students’ reading fluency
Se=
nchal
<=
span
style=3D'mso-special-format:bullet;color:#FFFF66;position:absolute;left:-3=
.66%;
top:.3em;font-family:"Monotype Sorts";font-size:75%'>/Examined relations between early literacy experien=
ces =
at home and literacy skills in kindergarten
/Conducted in F=
rench
speaking region of Canada
/Longitudinal study from K to 4th grade
=
/Concluded that the student’s comprehension skills =
could be predicted to their ability to recognize letters=
, and phonemic awareness in the primary years
/Indicated that the stronger the student’s vocabula=
ry skills, the stronger their comprehension
=
Lagrou,
Burns, Mizerek, and Mosack
/119 students
participated in the experiment
<=
/span>
/Students were rando=
mly
chosen and assigned a passage from a book=
or
the passage but typed on a piece of white pape=
r.
/Based on the result=
s of
the experiment, significant i=
mprovements
were shown in the lowest group of readers.
<=
/span>
/The lowest readers
improved in the area of fluency and
comprehension when they read the book version.
/
Ezell
/26 tutors where chosen from a regular education classroom, =
and
9 students with mild MR.
/Interventions took place 4-5 days a week for about 20
minutes.
/Students were given pre-test and a post-test each week to
measure progress.
/After the 15 week, students improved in the area of fluency=
and
c=
omprehension.
/Fluency increased in how many words were read per minute an=
d comprehensions
increased by how many comprehension questions were answered
correctly.
/Students were reported as having a more positive attitude
towards school and reading
Horma=
n,
Klesius and Hite
/Repeated reads and non-repetitive strategies (cloze, oral and echo) both improve fluency and comprehension
/Instructional methods that help students improve <=
/span>reading skills should be the primary goal.
/If two tasks are performed
simultaneously one MUST be
automatic
/Successful Comprehension…decoding must be <=
/span>automatic and accurate
=
/
Reutz=
el and
Hollingsworth
/Oral Recitation Lesson
/Teacher models
/Students practice then recite
/Round Robin
/Traditional
/Book is introduced, students read
/Too much time decoding, meaning is lost
/Reading becomes easier with rehearsal
<=
/span>
/Fluency training helps improve reading comprehensi=
on
/
/
Foreshadowed Problems
<=
span
class=3DBB style=3D'position:absolute;left:-6.22%;top:.3em'>/Student
absences
<=
span
class=3DBB style=3D'position:absolute;left:-6.22%;top:.3em'>/Teacher
absences
<=
span
class=3DBB style=3D'position:absolute;left:-5.8%;top:.3em'>/Distrac=
tions
within the classroom
Significance of the Study
/Provide educator with strategies to=
implement
in the classroom
/Provide teachers with strategies for =
all
instructional levels
/Help determine which strategies help =
fluency
and comprehension
Research Site
/Suburb school outside of Philadelphia
<=
/span>
/Second through Fifth graders will participate in <=
/span>the study
/Three classes per grade level will participate
=
;
/Based on DRA results, the six lowest students will=
be identified and focused on
/Research will take place in the classroom setting =
/Intervention will be provided through small groups=
/Research will take place during the normal routine=
of the day
/
Research Role
/Collect
data through interviews
/Parents,
teachers, and students
/Portfolio
of students’ work
/Researcher
will observe daily reading instruction
/Running
records will be taken
/Comprehension
questions will be asked
Data Collection Strategies
/Fluency
/Repeated readings
/Sight word activities
/Mark phrase boundaries
/Teacher read-alouds
/Comprehension
/Students will respond orally and in written format to questions
/Questions will be asked before, during, and after the reading
/
/
Inductive Data Analysis
/Did many students have trouble answering
inference and critical response questions?
/Find t=
he
correlation between fluency and comprehension
Limitations of the Design
<=
span
class=3DBB style=3D'position:absolute;left:-5.53%;top:.3em'>/Conduc=
ted over
a two month period
<=
span
class=3DBB style=3D'position:absolute;left:-6.22%;top:.3em'>/Limited
testing population
<=
span
class=3DBB style=3D'position:absolute;left:-6.22%;top:.3em'>/Student
absences
<=
span
style=3D'visibility:hidden'>/
What We =
Would
Do Differently
/Gather information in the beginning=
and
end of the year to compare results
<=
span
class=3DBB style=3D'position:absolute;left:-6.22%;top:.3em'>/Larger=
testing
population
References
/
/Begeny, J.C., & Silber, J.M.
(2006). An examination of group-b=
ased
treatment packages for increasing elementary
–aged students’ reading fluency. =
Psychology in the Schools, 43(2), 183-195.
/
/Burns, M.K., Lagrou, R.J, Mizer=
ek,
E.A, & Mosack , J (2006) Effects of text presentation on reading =
fluency and comprehension: An exploratory approach=
. Journal of Instructional Psychology,=
33(2), 100-109.
/
/Ezell, H (1994). A program
description and evaluation of academic peer tutoring for reading skills of=
children with special needs. Education and Treatment of Children, 52-67.
/
/Hollingsworth, Paul M. and Reut=
zel,
D. Ray (1993). Effects of fluency
training on second graders’ reading comprehension. <=
i>Journal
of Educational Research, 86(6),
325-331.
/
/Homan, Susan P., Klesius, Janel=
l P.
and Hite, Clare (1993). Effects of
repeated readings and non-repetitive
strategies on students’ fluency and comprehension. <=
i>Journal
of Educational Research, <=
/span>87(2), 94-99.
/
/Senechal, M. (2006). Testing the home literacy model: Parent
involvement in kindergarten is differentially
related to grade 4 reading comprehension, fluency, spelling, and reading f=
or
pleasure. Scientific Studies of Reading, 10(1), 59-87.
' + ENDSHOW_MESG + '
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