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Transcript of Master's Research
University of Mary Washington
Special Education Specialization
Roberta Gentry, Ph.D. Why This Study? Problem
Students are not reading fluently and so they are struggling with comprehending what they have read.
Is there growth in a student's reading rate following the implementation of a buddy timed and repeated reading program? Literature Review Hasbrouck, J.E., Ihnot, C., & Rogers, G.H., (1999)
- Fluency affects reading comprehension. Stops and pauses cause a disconnect between what is read and what is remembered.
- Read Naturally- students showed improvements in reading fluency when there is minimal teacher intervention.
Marr, M., & Dugan, K. (2007).
- As children read and develop fluency, feed back is beneficial to see their hard work pays off.
Vaughn, S., Chard, D. J., & Bryant, D. (2000).
- Partner Reading-Struggling readers were paired with a more proficient reader who acted as a fluent model for the student to listen to. Methodology Setting
-Suburban public elementary school in Virginia
- 3rd grade classroom of 23 students Participants
- Four students: 2 males, 2 females
- Chosen by teacher recommendation and they had the lowest scores on fall Phonological Awareness Literacy Screening (PALS) assessment. Methodology Continued Duration of 4 weeks
3 different sets of 2 timed readings each week.
-Teacher conducts 2 sets as a pre- and post-test.
- Student buddy conducts third test mid-week.
Partners were chosen by how they work together in class.
- Two students with highest words read per minute (WPM) (1 male, 1 female)
- Two students with lowest WPM (1 male, 1 female) Research Timeline Monday
Receive new book and reading passage
Timed pre-test with teacher (2x)
Review difficult words with reading buddy.
Practice reading books with reading buddy.
Timed readings of passage with reading buddy (2x)
Practice reading books with buddy
Practice reading passage with reading buddy
Timed post-test with teacher (2x) Data Collection Students used a stop watch to determine time it took to read passage and convert into seconds.
Formula for words read per minute (WPM)
Total number of words x 60
Number of seconds to read
6 reading rates found per passage
Document on individual Reading Rate Record Sheet Results Results Goal was to determine if the implementation of a repeated and timed buddy reading program would increase the oral reading rates of students.
Data analyzed by individual student
Initial words read per minute (WPM)
Weekly gains in WPM
Overall increase in WPM Jacob Initial Reading Rate: 48 WPM
Final Reading Rate: 79 WPM
Weekly WPM Gains
- Week 1: 11 WPM - Week 3: 14 WPM
- Week 2: 31 WPM - Week 4: 20 WPM
Overall Increase: 19 WPM Yasmine Initial Reading Rate: 67 WPM
Final Reading Rate: 117 WPM
Weekly WPM Gains:
- Week 1: 22 WPM -Week 3: 37WPM
- Week 2: N/A -Week 4: 41 WPM
Overall Increase: 25 WPM Matthew Initial Reading Rate: 55 WPM
Final Reading Rate: 128 WPM
Weekly WPM Gains
- Week 1: 46 WPM - Week 3: 0 WPM
- Week 2: 46 WPM - Week 4: 46 WPM
Overall Increase: 34.5 WPM Kyra Initial Reading Rate: 87 WPM
Final Reading Rate: 159 WPM
Weekly WPM Gains:
- Week 1: 38 WPM -Week 3: 27 WPM
- Week 2: 57 WPM - Week 4: 49 WPM
Overall Increase: 42.75 WPM Discussion Conclusion References Goldsmith-Conley, E., & Barbour, J. (2011). Studying timed repeated partner reading: A classroom-friendly fluency strategy. Illinois Reading Council Journal, 39(2), 27-38.
Hasbrouck, J.E., Ihnot, C., & Rogers, G.H., (1999). “Read naturally”: a strategy to increase oral reading fluency. Reading Research and Instruction, 39(1), 27-37.
Marr, M., & Dugan, K. (2007). Using partners to build reading fluency. Preventing School Failure, 51(2), 52-55.
Prescott-Griffin, M.L., & Witherell, N.L. (2004). Fluency in focus; Comprehension strategies for all young readers. Portsmouth, NH. Heinemann
Serravallo , J. (2010). Teaching reading in small groups; Differentiated instruction for building strategic, independent readers. Portsmouth, NH. Heinemann
Vaughn, S., Chard, D. J., & Bryant, D. (2000). Fluency and comprehension interventions for third-grade students. Remedial And Special Education, 21(6), 325-335. More opportunities to read text enables student to build confidence, comfort and read the material in an easier way.
There was a decrease in the gains of WPM between week 2 and 3.
- The initial reading rates for each week were higher than the previous initial reading rate, may have contributed to the decrease. Limitations and Implications Inclement weather interrupted the timeline.
Student absences, unexpected events
Took place second week of February through end of March Model expectations for partner work.
Begin earlier in school year.
Longer time frame for study. The ability to boost one's own self-esteem and confidence is important for students to have in their skill sets in both school and in life. Implementation is beneficial to build student independence, create peer support system, and watch oneself grow while improving their reading rate.
Repeated readings and timings gives student opportunity to take ownership and pride in their growth.