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Small Group Reading Practice and Oral Reading Fluency in Second Grade Students.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Small Group Reading Practice and Oral Reading Fluency in Second Grade Students./
Author:	Williams, Camisha H.
Description:	1 online resource (159 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 73-02, Section: A.
Contained By:	Dissertations Abstracts International73-02A.
Subject:	Educational psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9781124761817

Small Group Reading Practice and Oral Reading Fluency in Second Grade Students.
Williams, Camisha H.

Small Group Reading Practice and Oral Reading Fluency in Second Grade Students. - 1 online resource (159 pages)

Source: Dissertations Abstracts International, Volume: 73-02, Section: A.

Thesis (Ph.D.)--Walden University, 2011.

Includes bibliographical references

According to Chall's stages of reading development, oral reading fluency skills become stable in 2nd grade. The intervention used in this research was small group, guided reading instruction to remediate oral reading fluency deficits in 2nd grade students at a rural elementary school. Limited research is available on such interventions in this geographical context and population. Archival data of 10 2nd grade students were analyzed. Five students were assigned to the treatment group and five students were assigned to the comparison group based on their initial level of reading fluency. The research questions examined oral reading fluency scores of the treatment and comparison groups after the treatment group received intervention for 12 weeks and 24 weeks to determine if there was improvement in their oral reading fluency as measured by the oral reading fluency portion of the DIBELS. A nonparametric statistical method, the Mann-Whitney U test, indicated statistically significant greater improvement in reading test change scores among the comparison group than the treatment group after the treatment group received the intervention for 12 and 24 weeks. However this analysis was confounded by pretest differences in reading fluency and therefore was not interpretable. This research has practical and theoretical implications as it directly assessed the effectiveness of small group, guided reading intervention used to address oral reading fluency deficits, and demonstrates a need for further examination of such interventions. The study contributes to positive social change by directly informing decision making regarding small group, guided reading intervention as a mechanism to enhance growth of oral reading fluency skills in 2nd grade students, especially within in educational systems with limited resources.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9781124761817Subjects--Topical Terms:

555103
Educational psychology.
Subjects--Index Terms:

Oral readingIndex Terms--Genre/Form:

554714
Electronic books.

Small Group Reading Practice and Oral Reading Fluency in Second Grade Students.
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502 $a Thesis (Ph.D.)--Walden University, 2011.
504 $a Includes bibliographical references
520 $a According to Chall's stages of reading development, oral reading fluency skills become stable in 2nd grade. The intervention used in this research was small group, guided reading instruction to remediate oral reading fluency deficits in 2nd grade students at a rural elementary school. Limited research is available on such interventions in this geographical context and population. Archival data of 10 2nd grade students were analyzed. Five students were assigned to the treatment group and five students were assigned to the comparison group based on their initial level of reading fluency. The research questions examined oral reading fluency scores of the treatment and comparison groups after the treatment group received intervention for 12 weeks and 24 weeks to determine if there was improvement in their oral reading fluency as measured by the oral reading fluency portion of the DIBELS. A nonparametric statistical method, the Mann-Whitney U test, indicated statistically significant greater improvement in reading test change scores among the comparison group than the treatment group after the treatment group received the intervention for 12 and 24 weeks. However this analysis was confounded by pretest differences in reading fluency and therefore was not interpretable. This research has practical and theoretical implications as it directly assessed the effectiveness of small group, guided reading intervention used to address oral reading fluency deficits, and demonstrates a need for further examination of such interventions. The study contributes to positive social change by directly informing decision making regarding small group, guided reading intervention as a mechanism to enhance growth of oral reading fluency skills in 2nd grade students, especially within in educational systems with limited resources.
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650 4 $a Oral tradition. $3 655983
650 4 $a Rural schools. $3 1434559
650 4 $a Comparative studies. $3 1469589
650 4 $a Elementary school students. $3 1469590
650 4 $a Group dynamics. $3 1465932
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653 $a Reading fluency
653 $a Small group reading
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