The effects of two repeated reading treatments on fluency and comprehension of second grade students
by Blamey, Katrin L., Ph.D., UNIVERSITY OF DELAWARE, 2008, 216 pages; 3320998

Abstract:

The researcher compared two methods to improve the oral reading fluency of developing readers. Students in second grade (n = 66) were randomly assigned to one of two fluency treatment conditions or to a control group. Students in the treatments repeatedly read aloud either an unmarked or prosodically-marked text with an adult listener in 20-minute sessions, five days per week for six weeks. For students in the prosodically-marked treatment condition, analysis of covariance revealed significant ( p < .05) differences in word recognition over students in the unmarked text condition and control group. Students in the unmarked text condition scored higher (p < .10) in words read correct per minute than students in the prosodically-marked or control conditions. Students in the prosodically-marked and unmarked text conditions scored higher ( p < .10) on prosody ratings than students in the control condition. No significant differences between treatment conditions were found for measures of oral reading fluency paired with reading comprehension or reading comprehension.
 
AdviserSharon Walpole
SchoolUNIVERSITY OF DELAWARE
SourceDAI/A 69-09, p. , Nov 2008
Source TypeDissertation
SubjectsReading instruction
Publication Number3320998
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