This study investigated the effects of repeated reading of decodable and less decodable text on oral reading fluency, specifically accuracy and correct words read per minute. In addition the study sought to determine if a particular text type facilitated oral reading fluency for good, average, or poor readers. Participants read either decodable or less decodable texts or received regular classroom instruction. The two treatment groups reread two narrative and one informational text using four different techniques, (e.g. echo, choral and two variations of partner reading). The comparison group read a different leveled text each week as part of their regular classroom instruction. The leveled text was not reread. Treatment and comparison groups did not differ on post measures on nonsense word fluency or passage reading. Both treatment groups regardless of ability level increased significantly in words read correctly for each story. Thus, the repeated reading of text did have an effect on correct words read per minute. There was no significant difference between the groups reading decodable and less decodable text for two of the three stories read, regardless of reading ability. There was a significant difference between the two groups of low ability readers on one story, with the students reading decodable text making a significant gain in oral reading fluency.
| Identifer | oai:union.ndltd.org:PITT/oai:PITTETD:etd-04252005-123157 |
| Date | 26 April 2005 |
| Creators | Chrisman, Tiffany A |
| Contributors | Dr. Rita Bean |
| Publisher | University of Pittsburgh |
| Source Sets | University of Pittsburgh |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.pitt.edu/ETD/available/etd-04252005-123157/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University of Pittsburgh or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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