Effects Of Two Fluency Methods On The Reading Performance Of Secondary Students

Persistent Link:
http://hdl.handle.net/10150/195695
Title:
Effects Of Two Fluency Methods On The Reading Performance Of Secondary Students
Author:
Dudley, Anne Minot
Issue Date:
2005
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
One predominant hallmark of older struggling readers is their failure to gain reading fluency on instructional and grade-level texts. Students who fail to achieve reading fluency experience multiple negative consequences that affect their academic and social growth, options, and success. Although considerable amounts of research on reading fluency interventions have been conducted with younger developing and struggling readers, little is known about the effects of such interventions on the reading skills of high school students. A single subject across participants design was employed to measure the effectiveness of two, easy-to-implement, reading fluency interventions on the reading fluency and comprehension of 18 high school students with learning disabilities (LD) who read between the first- and sixth-grade levels. A two-way ANOVA was also used to determine the impact of two interventions and initial reading level on the reading fluency and comprehension as measured by the Gray Oral Reading Test -4, the Test of Word Reading Efficiency, and the Test of Silent Word Reading Fluency. Results suggested that participants whose initial reading skills fell between the first- and third-grade levels made fewer gains in reading fluency and comprehension of connected text during intervention than participants who entered intervention reading between the fourth- through sixth-grade levels. Limitations and implications for future research are discussed.
Type:
text; Electronic Dissertation
Keywords:
Reading fluency; secondary reading; learning disabilities
Degree Name:
PhD
Degree Level:
doctoral
Degree Program:
Special Education & Rehabilitation; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Mather, Nancy

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleEffects Of Two Fluency Methods On The Reading Performance Of Secondary Studentsen_US
dc.creatorDudley, Anne Minoten_US
dc.contributor.authorDudley, Anne Minoten_US
dc.date.issued2005en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractOne predominant hallmark of older struggling readers is their failure to gain reading fluency on instructional and grade-level texts. Students who fail to achieve reading fluency experience multiple negative consequences that affect their academic and social growth, options, and success. Although considerable amounts of research on reading fluency interventions have been conducted with younger developing and struggling readers, little is known about the effects of such interventions on the reading skills of high school students. A single subject across participants design was employed to measure the effectiveness of two, easy-to-implement, reading fluency interventions on the reading fluency and comprehension of 18 high school students with learning disabilities (LD) who read between the first- and sixth-grade levels. A two-way ANOVA was also used to determine the impact of two interventions and initial reading level on the reading fluency and comprehension as measured by the Gray Oral Reading Test -4, the Test of Word Reading Efficiency, and the Test of Silent Word Reading Fluency. Results suggested that participants whose initial reading skills fell between the first- and third-grade levels made fewer gains in reading fluency and comprehension of connected text during intervention than participants who entered intervention reading between the fourth- through sixth-grade levels. Limitations and implications for future research are discussed.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectReading fluencyen_US
dc.subjectsecondary readingen_US
dc.subjectlearning disabilitiesen_US
thesis.degree.namePhDen_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineSpecial Education & Rehabilitationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairMather, Nancyen_US
dc.contributor.committeememberMather, Nancyen_US
dc.contributor.committeememberLiaupsin, Carlen_US
dc.contributor.committeememberOfiesh, Nicoleen_US
dc.contributor.committeememberMcVey, Michaelen_US
dc.identifier.proquest1286en_US
dc.identifier.oclc137354817en_US
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