Developing Fluency and Comprehension with the Secondary Fluency Routine

Autor/inn/en	Landreth, Shelly J.; Young, Chase
Titel	Developing Fluency and Comprehension with the Secondary Fluency Routine
Quelle	In: Journal of Educational Research, 114 (2021) 3, S.252-262 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Landreth, Shelly J.) ORCID (Young, Chase)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2021.1910475
Schlagwörter	Reading Fluency; Reading Comprehension; Intervention; Middle School Students; Grade 8; Reading Instruction; Comparative Analysis; Pretests Posttests; Recreational Reading; Reading Tests; Outcome Measures; Oral Reading; Intonation; Suprasegmentals; Correlation; Effect Size; Instructional Effectiveness; Rural Schools; School Districts; Faculty Development + Suchen Sie Ihr Suchwort? Leseverstehen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Leseunterricht; Häusliche Lektüre; Lesetest; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Korrelation; Unterrichtserfolg; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School district; Schulbezirk
Abstract	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 post-tested 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01