Increase Reading Fluency Research Articles

PENDAMPINGAN BELAJAR SISWA SEKOLAH DASAR UNTUK MENINGKATKAN KEMAMPUAN CALISTUNG

This study focuses on the learning assistance at Rumah Baca Loloan aimed at improving the reading, writing, and arithmetic (calistung) skills of elementary school students. The background of this research is the concern over the low calistung abilities among elementary school students, which could potentially hinder their academic performance in the future. This assistance program is implemented in response to the urgent need to improve basic skills through a more personalized and supportive learning approach. The assistants, consisting of trained PGSD students, pay special attention to the students, ensuring they receive the necessary help to overcome learning difficulties. The results of the assistance show a significant improvement in the students' calistung abilities after participating in this program. Indicators of improvement include increased reading fluency and text comprehension, improved writing skills with correct spelling and sentence structure, as well as increased speed and accuracy in basic arithmetic. Additionally, there is an increase in students' motivation to learn and self-confidence. The significance of these findings is that learning assistance outside of formal school hours can play an important role in enhancing students' basic skills. Support from parents and the community also proves to be crucial in the success of this program. The importance of this service lies in the evidence that structured and sustained interventions can have a significant positive impact on students' academic development, highlighting the need to expand similar programs to reach more students in need.

Gamification in the development of reading fluency in fifth grade of basic education in Ecuador

Reading fluency is reading a text with precision, adequate speed, and accurate intonation. This work aims to increase reading fluency by employing practices that articulate gamification through online tools such as Cokitos and Wordwall, among others. Forty students from a middle school located in the Manta canton, Manabí, Ecuador, participated in the study. The paradigm adopted was constructivist, with a quasi-experimental approach. The instruments used were a pretest-post reading fluency observation form and an expert interview. The results include an educational intervention aimed at stimulating reading fluency and the changes achieved in the participants' reading speed. It is concluded that the online articulation of Cokitos and Wordwall in pedagogical sequences with gamification contributes to improvements in students' fluency, although to be significant, they may require improvements in the conditions of technological access and stability in institutional development.

Reading motivations, strategies, and interventions of teachers in bridging learning gaps

The changes in the education landscape due to the pandemic allowed an agency for an understanding of a situation in elementary schools located in an urban poor area in the Philippines to strengthen literacy particularly in reading. While most studies on reading especially in the Philippines investigated on reading performance and ways to increase reading fluency of learners, it is important to investigate as well teachers’ motivations, strategies, and interventions. This qualitative study described teachers’ motivation, strategies and interventions to bridge learning gaps in reading. These teachers are from selected elementary schools located in the Division of San Juan City, Philippines Based on the results, teachers are motivated because they want to teach the content better and that their concern for students motivates them. Moreover, the use of various reading strategies like free reading choice, phonological activities and empathy to level with students are strengthened by interventions that are teacher, student, and community oriented.

PENDAMPINGAN PENERAPAN METODE YANBU’A PADA PEMBELAJARAN BACA QUR’AN SANTRI AL-HIDAYAH KARANG PLOSO MALANG

To increase reading fluency in the Koran, a mentoring program was established to use the Yanbu'a method. The capacity of students to read the Qur'an has increased as a result of this support. This is because classes are grouped based on the skills of the students, and more santri who are completing community service projects are becoming teachers, which helps to create more organized and productive classroom environments. The first deterrent is that the Islamic boarding school (pesantren) does not require applicants to take a Qur'anic reading test before accepting them. Second, the activity schedule at the Al-Hidayah Islamic boarding school is very busy, which results in a lack of routine tadarus activities as a means for students to deepen and facilitate their reading of the Al-Qur'an.

The Effect of Pre-segmented Instruction on Reading Fluency: A Study on Chinese-English Intermediate Learners

Intra–sentence segmentation has been proven a useful way for first language (L1) learners to increase reading fluency, including comprehension and reading rate. However, although it is widely used in China to deal with long sentences, it is still worth investigating whether it can be an effective strategy for Chinese-English intermediate learners. In addition, different methods used for segmenting also deserve to be studied. In this study, two English-speaking graduates and four Chinese- English learners are presented with nine long sentences within three different conditions (non-adjustable, segmenting different phrases with a backslash, and putting different phrases into different lines) and under each sentence there is a statement of correct or incorrect judgment. According to the results, the presegmented strategy increases the comprehension for Chinese- English intermediate learners and putting different phrases into different lines is most useful.

Meaningful, gamified training of reading fluency

Improving learners' reading is of importance. The digital world is centred on the written word, and today's labour market requires high literacy levels. Furthermore, the development of school and foreign language skills among learners, especially those of weaker learners, is crucial as the effects of globalisation allow for increased work mobility and the necessity for lifelong learning. GameLet provides effective training scenarios for reading fluency, a prerequisite for reading comprehension, in schools with gamified, self-guided, personalised, media-based individual and collaborative learning, thereby allowing educators to intensify and extend learning activities to out-of-school settings. At the core of GameLet lies the production of a podcast by the learners that encourages them to read repeatedly, hence improving their reading fluency, and to successfully record their role in a digitalRecording Studio. Increasing reading fluency is targeted by means of media-supported individual and cooperative learning phases with various training methods. Furthermore, GameLet implements meaningful digital media-based Gamification mechanisms for the purpose of increasing student motivation. The software is web-based and was developed with a focus on user-centred design and an agile and design-based approach. Prototype development followed an iterative and participative process, in which students and teachers of three participating partner countries interacted with the developed materials. Artefacts were tested in both face-to-face and online settings. GameLet exemplifies the successful application of Gamification for improving and extending classical learning scenarios at school as well as the design of effective learning technologies that are meaningful, gamified, effective and usable.

Face-to-Face Versus Remote: Effects of an Intervention in Reading Fluency During COVID-19 Pandemic

Fluency is a central skill for successful reading. Research has provided evidence that systematic reading fluency interventions can be effective. However, research is scarce on the effects of interventions delivered remotely versus face-to-face. This study investigated the efficacy of a systematic and standardized intervention for promoting reading fluency in third-grade students (N= 207) during the COVID-19 pandemic. The study had a pretest, posttest, and follow-up design, with two intervention groups (remote vs face-to-face) and a control group. The intervention groups experienced 20 intervention sessions (2 sessions per week), each lasting approximately 50 min. Word reading accuracy, text reading accuracy, and fluency were measured in the three rounds of assessment. In both intervention groups, all measures of reading showed gains from pretest to posttest. The results also suggested that the efficacy of the intervention was similar in the remote and face-to-face modalities. These findings highlight the relevance of systematic interventions in increasing reading fluency and support the use of remote interventions as an adequate alternative to face-to-face interventions.

Increasing Reading Fluency through the Use of Physical Movement and Affirming Parallel Concepts

Sixteen 6th grade middle school students, who were all classified as struggling readers, volunteered to participate in a study examining the impact of daily physical movement and singing (Affirming Parallel Concepts) on reading fluency, as measured by words read per minute. Half of the participants received instruction on learning new songs to sing in class while simultaneously learning new sight words over a six-week period. The other eight students served as a control group and received standard reading instruction on learning new sight words. The experimental group incorporated movement into their singing by clapping their hands and thighs, stomping their feet, and moving around the classroom while singing. Students in the experimental group significantly improved their reading fluency (14% improvement) versus those students in the control group (5% improvement) over the six-week instruction period as measured by Fountas and Pinnell reading assessments.

Developing fluency and comprehension with the secondary fluency routine

This article examines the effects of a reading fluency intervention on the fluency and comprehension of struggling middle school readers. The secondary fluency routine was developed by the first author, and was based on effective practices described in other studies. Thirty-nine seventh and eighth grade students enrolled in reading intervention classes participated in the study, which lasted for a period of 18 weeks. Students in the treatment classes participated in the Secondary Fluency Routine for 10 minutes daily, while students in the comparison classrooms participated in independent reading during that time. Participants were pre- and posttested using the GORT-5. A repeated measures analysis of variance was conducted on all outcome measures which included rate, accuracy, fluency, oral reading index, prosody, and comprehension. There were no interaction effects; however, main effects were detected on all measures, and mean difference effect sizes indicated that the intervention was effective in increasing reading fluency and comprehension.

Fluency Interventions for Struggling Readers in Grades 6 to 12: A Research Synthesis

This systematic review synthesizes fluency intervention research for struggling readers in Grades 6 through 12 from January 2006 to October 2019. The search yielded 17 studies examining reading fluency and comprehension outcomes. Most studies examined repeated reading (RR) interventions to improve reading fluency for struggling readers at these grade levels, resulting in improved fluency but few positive effects on reading comprehension outcomes, similar to trends observed in prior systematic reviews. Reading connected text with an equivalent word count to word counts of RR sessions did not result in increased reading fluency, a finding aligned with a prior synthesis. Few studies used a fluent reader as a model prior to RRs, despite previous support for modeling within fluency interventions.

The Effect of a Tablet-Mediated Flashcard Intervention on the Acquisition and Maintenance of Sight-Word Phrases

Although many studies have shown the efficacy of using flashcard interventions to increase sight-word reading, very few have investigated ways to increase sight-phrase reading. In the current study, a concurrent multiple-baseline across students design was used to examine the effects of a tablet-based flashcard intervention on the acquisition of sight phrases for three second-grade students. Students completed a series of stimulus-response-stimulus-response learning trials of previously unknown phrases using an iPad flashcard program. Results demonstrated that all three students quickly increased the percentage of acquired phrases to 100% and were able to maintain the acquired phrase knowledge a month later. Discussion focuses on the implications of using tablet-based interventions and future directions for validating the sight-phrase fluency intervention. Impact Statement This article provides an example of a novel, easy-to-use, mobile intervention to increase sight phrase acquisition for elementary students. Acquisition of sight phrases may help students make gains in automatic word recognition, leading to increased reading fluency. Results can be useful for teachers in developing independent interventions for struggling readers.

Determining the academic and affective outcomes of dyad reading among third graders

Dyad reading involves a lower level reader paired with a higher level reading partner who models proficient oral reading while providing access to challenging texts. Previous research has reported increased reading fluency and comprehension for participants of dyad reading; however, to date no research has investigated how dyad reading may influence student attitudes toward reading. Using mixed effects linear modeling, this quasi-experimental study of third graders investigated the academic and attitudinal outcomes for students who read in dyads for 15 minutes daily for 90 school days. Results indicated that dyad readers experienced mixed outcomes in improving reading proficiency and a pattern of decline in reading attitudes compared to students in the control group. While lower level dyad readers demonstrated significant gains on a measure of comprehension, there were no differences between groups on several other measures of reading. Recommendations target how to maximize the use of dyad reading to support students’ reading development without eroding their perceptions of themselves as readers.

Evaluating the Effectiveness of Combined Reading Interventions on Improving Oral Reading Fluency of Students with Reading Disabilities

Introduction. In recent years, brief experimental analysis (BEA) has emerged as an approach to identify the most effective instructional strategies needed to increase reading fluency before applying an intervention for extended periods of time. The purpose of this study was to investigate the effects of adding performance feedback to skill-based interventions on improving oral reading fluency of Turkish students with reading difficulties.Method. Three different combined intervention packages were implemented in the study. Intervention packages included Listening Passage Preview and Repeated Reading (LPP+RR), Repeated Reading with Performance Feedback (RR+PF), and Listening Passage Preview and Repeated Reading with Performance Feedback (LPP+RR+PF). Brief experimental analysis was used to examine the effects of the intervention packages. Four elementary students were participated in the study. Participants were three fourth grade and one third grade students.Results. Results demonstrated that two participants’ reading fluency improved as a function of the LPP+RR+PF intervention and remaining two participants had the highest scores in the LPP+RR condition.Conclusion. The results of this study extend the previous research by examining the effects of the combined intervention packages in improving reading fluency in Turkish language. Findings from the study suggest that assessing relative contribution of the strategies by using brief analysis can help determine the effective intervention packages for students in improving their reading fluency.

Reading Fluency for the iGeneration: A Longitudinal Analysis of the Impact of MP3 Use and Teacher Experience

Reading fluency has been identified as an essential skill in early readers. The technological boom to which students in the iGeneration have been exposed, has produced many potential tools for developing reading fluency. This study investigated reading fluency and technology. The design of the study presented here allowed the researchers to ask two questions related to the development of reading fluency in 2nd graders. First, did the use of MP3 players as an at-home tool increase reading fluency in 2nd graders? Second, did teacher experience increase the reading fluency of these 2nd graders? The results indicated that the use of MP3 players as an at-home tool did not have a statistically significant impact on reading fluency. However, teacher experience did have a statistically significant impact on reading fluency. Several explanations for these results are discussed including the, perhaps, outdated choice of the MP3 player as the technological tool utilized in the study. In addition, questions are raised about the efficacy of using the MP3 player as a homework-type of assignment. While the importance of establishing a solid home-school connection is noted, schools may need to rethink the most beneficial methods for building that connection with ALL parents/families. Teacher experience is, not surprisingly, connected to student achievement. This result highlighted the need for schools to develop an environment for beginning teachers to grow and find support. Keeping teachers in the classroom is of utmost importance to student achievement.

Multilevel Analysis of Multiple-baseline Data Evaluating Precision Teaching as an Intervention for Improving Fluency in Foundational Reading Skills for at Risk Readers

ABSTRACTIn this article, multiple-baseline across participants designs were used to evaluate the impact of a precision teaching (PT) program, within a Tier 2 Response to Intervention framework, targeting fluency in foundational reading skills with at risk kindergarten readers. Thirteen multiple-baseline design experiments that included participation from 35 kindergarten students were included in the current analysis. By combining data from a series of multiple-baseline studies using a multilevel model, we analyzed outcomes to determine an estimated treatment effect. The results indicate that across participants and across studies, PT showed an average increase of 15 correct responses in foundational reading skills per minute. This immediate influence on rates of core reading skills was statistically significant. Moreover, the treatment had a significant positive effect on the time trend indicating that rates in foundational reading skills increased more across time during the treatment phase compared to the baseline phase. The study provides evidence that the obtained rates in foundational reading skills at the end of the intervention were retained after removing the intervention. From the outcomes of the multilevel model, PT can be considered as a promising Tier 2 intervention to increase reading fluency with individuals who are at risk of reading failure.

RANCANGAN PELATIHAN PENGUCAPAN KATA UNTUK MENINGKATKAN KELANCARAN MEMBACA SISWA KELAS 1 SD

The aim of this study as a preliminary study in developing the exercises to improve reading fluency of students grade 1of Primary School (SD). The study used a quasi- experimental method with Nonequivalent Control Group Design. The subjects were seven students in 1st grade, with age 7-8 years old, which consists of four students as an experimental group that received exercises of pronunciation as much as six times with a duration of 30-40 minutes and three students as a control group. Data on reading fluency obtained by measuring the average score of subject’s reading ability within one minute. Measuring instrument used was a single paragraph which consists of a series of words / syllables that need to be mastered by children aged 7 years old. In this exercise the students practice for using their speech muscles suit the phonetic rules, so that the resulting pronunciation becomes more precise. The results showed that in the control group there was no increase reading fluency, while in the experimental group there was three student has increased their reading fluency but not to the another one. However, there were changing in the aspects of speed and accuracy among all subjects who received the pronunciation exercises.

Comparison of a Reading Fluency Intervention With and Without Passage Repetition on Reading Achievement

The purpose of this study was to compare the effect of a repeated reading and question generation intervention entitled Re-read-Adapt and Answer-Comprehend (RAAC) with a modified RAAC intervention without the repeated reading component. The sample included 30 students in Grades 3 through 5. The students received services in reading within a three-tiered response to intervention framework or in special education. Students were randomly assigned to the nonrepetitive condition or the control repeated reading condition and participated in 50 intervention sessions over a 4-month period. Regardless of condition, all students made gains in oral reading fluency on independent passages. The modified RAAC program without passage repetition appeared to be as effective if not more so at increasing reading fluency when compared to the RAAC program with passage repetition.

The Use of Repeated Reading with Computer Modeling to Promote Reading Fluency with Students Who Have Physical Disabilities

The ability to read fluently is a critical skill that allows the reader to concentrate on the meaning of the text. It also can contribute to a successful reading experience. However, students with physical disabilities may have difficulty reading fluently due to any number of functional, psychosocial, or environmental factors that can accompany a physical disability. Although instructional methods to increase reading fluency do exist, the research investigating these methods is typically done with other populations of students. This study employed a changing criterion design to examine the use of a treatment package consisting of repeated reading with computer modeling, error correction, and performance feedback on improving reading fluency, accuracy, and comprehension with students with cerebral palsy. An analysis of the data demonstrated that all students were able to increase reading fluency, accuracy, and comprehension from first to final readings within a session (positive nontransfer effects). Analysis of the percentage of nonoverlapping data revealed that three of the four students also showed slight increases in reading fluency on novel passages (positive transfer effects).

Developing reading fluency and comprehension using repeated reading: Evidence from longitudinal student reports

In recent years, interest in reading fluency development in first language, and second and foreign language (L2/FL) settings has increased. Reading fluency, in which readers decode and comprehend at the same time, is critical to successful reading. Fluent readers are accurate and fast in their ability to recognize words, and in their use of prosodic and syntactic knowledge to better comprehend text. Reading is a significant and viable means of developing L2/FL ability, particularly in FL settings in which L2 input sources are limited, such as Vietnam or Japan (for English as a foreign language), or the USA (for Japanese or Russian as a foreign language).Yet many L2/FL learners read slowly and laboriously, likely because of poor word recognition skills. Repeated reading (RR) is one method of fluency-building long used in first language (L1) settings and more recently in L2/FL settings, and seems successful in increasing the reading fluency and comprehension of both L1 and L2/FL learners. Nonetheless, it is likely that teachers and learners in L2/FL settings may be unaware of or unconvinced of the role increased reading fluency plays in reading comprehension and, as a result, may not see the utility of devoting class or personal time to repeated reading or, indeed, any reading fluency activity. Because quantitative evidence for positive effects of RR has already been offered (see Taguchi, Sasamoto, & Gorsuch, 2006; Gorsuch & Taguchi, 2008), we offer additional evidence in the form of open-ended, post-reading student reports written over the length of an 11-week RR treatment for 30 young adult EFL learners in Vietnam. Iterative analyses of over 200 pages of student reports provided nuanced evidence of the positive effects RR has on FL learners’ reading fluency and comprehension development, and general language development. Learners’ comments revealed information that suggested a meaningful role for extended experience with RR to increasing use of learner metacognition in reading strategy use, and growing awarenesses on the part of learners of (1) the relationship between fluency and comprehension, (2) the utility of developing fluency as a stand-alone skill, and (3) RR as a causal agent in the development of listening, writing, and speaking skills.

Increasing Reading Fluency through Student-Directed Repeated Reading and Feedback

In order to increase reading fluency, a research-based tutoring method using repeated reading was implemented over a 10-week period with two second-grade students. Two high school students were trained to be the tutors. In addition, one parent and one older sibling were trained to repeat the tutoring process at night. Treatment integrity was monitored through observation and tutor contact. The six, 30-minute sessions per week were associated with significant increases in sight word vocabulary, fluency and comprehension. Limitations, future research directions, and implications for practice are discussed further.