Model
Digital Document
Publisher
Florida Atlantic University
Description
Reading is an essential skill necessary for academic success. However, many
children experience difficulties in acquirin,g essential reading skills necessary to support
and enhance other areas of learning (Nes, 2003). One major area in which students fail to
attain proficiency is in the area of reading fluency (Vaughn et al., 2000). Previous
research has demonstrated that repeated reading is an effective intervention for increasing
fluency in elementary age readers (Keehn, 2003; Rashotte & Torgesen, 1985). However,
little research has specifically addressed the impact of repeated readings on first grade
students. In addition, researchers have called for investigations of additional components
(sight words and phonics) on repeated reading interventions (Vaughn et al., 2000).
Therefore, the purpose of this study was to examine the effectiveness of combining sight
words and spelling pattern instruction with timed repeated readings on the word
accuracy, words read correctly per minute and prosody of first grade students who are at
risk for reading failure.
An ANCOVA yielded significant effects on each of the three dependent variables,
and these results demonstrated that the addition of components (sight words and spelling
patterns) to timed repeated readings improved the oral reading fluency of low level
readers, of which students at risk for reading failure are a part. The outcome of this study
also confirmed that first grade students from low socioeconomic backgrounds can
increase their oral reading fluency skills with research-based methods.
children experience difficulties in acquirin,g essential reading skills necessary to support
and enhance other areas of learning (Nes, 2003). One major area in which students fail to
attain proficiency is in the area of reading fluency (Vaughn et al., 2000). Previous
research has demonstrated that repeated reading is an effective intervention for increasing
fluency in elementary age readers (Keehn, 2003; Rashotte & Torgesen, 1985). However,
little research has specifically addressed the impact of repeated readings on first grade
students. In addition, researchers have called for investigations of additional components
(sight words and phonics) on repeated reading interventions (Vaughn et al., 2000).
Therefore, the purpose of this study was to examine the effectiveness of combining sight
words and spelling pattern instruction with timed repeated readings on the word
accuracy, words read correctly per minute and prosody of first grade students who are at
risk for reading failure.
An ANCOVA yielded significant effects on each of the three dependent variables,
and these results demonstrated that the addition of components (sight words and spelling
patterns) to timed repeated readings improved the oral reading fluency of low level
readers, of which students at risk for reading failure are a part. The outcome of this study
also confirmed that first grade students from low socioeconomic backgrounds can
increase their oral reading fluency skills with research-based methods.
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