The Effects of Fluency Instruction on the Oral Reading Fluency and Comprehension of First-Grade African American Males with Reading Risk

Autor/inn/en	Gibson, Lenwood, Jr.; Cartledge, Gwendolyn
Titel	The Effects of Fluency Instruction on the Oral Reading Fluency and Comprehension of First-Grade African American Males with Reading Risk
Quelle	In: Journal of Special Education Apprenticeship, 1 (2012) 2, (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-3454
Schlagwörter	Language Fluency; Oral Language; Grade 1; Elementary School Students; At Risk Students; Reading Achievement; African American Students; Males; Urban Schools; Intervention; Program Effectiveness; Observation; Emergent Literacy; Reading Fluency; Reading Tests; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Oral interpretation; Mündlicher Sprachgebrauch; School year 01; 1. Schuljahr; Schuljahr 01; Leseleistung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Beobachtung; Frühleseunterricht; Lesetest
Abstract	This study evaluated the effects of a fluency building activity on the oral reading fluency (ORF) and comprehension of four first-grade students identified as at risk for reading failure. The participants in this study were selected because they were members of a group at the highest risk for reading problems, specifically African American boys attending an urban school district. The results of this study demonstrated that the intervention was successful in increasing the ORF of all four participants but results were much more robust for two of the four students. Although ORF increased for all of the participants, gains in comprehension and on formal measures were less evident. The results and implications for classroom implementation as well as directions for future research are discussed. (As Provided).
Anmerkungen	Journal of Special Education Apprenticeship. 2496 Prospect Drive, Upland, CA 91784. Tel: 909-985-8578; Fax: 909-985-8578; e-mail: snam@csusb.edu; Web site: http://www.josea.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01