This study examines the effects of focused fluency practice on reading fluency, motivation, and interest in reading using a variety of research based strategies designed to improve fluency in struggling students. The twelve-week study looks at six third grade students with low achievement in reading. Multiple assessments and an assortment of methods included: repeated reading strategies, Reader’s Theatre, Quick Reads, humorous literature, and reading for a reason. Rationale for each strategy is given and individual student progress is profiled to show the effectiveness of using a variety of methods to improve reading fluency. Results found repeated readings of independent and instructional level texts to improve reading rates, error and self-correction rates in students with slow reading acquisition. The importance of reading motivation is highlighted using information from pre and post reading surveys. / Thesis (M.Ed.) - Wichita State University, College of Education, Dept. of Curriculum and Instruction
| Identifer | oai:union.ndltd.org:WICHITA/oai:soar.wichita.edu:10057/1969 |
| Date | 05 1900 |
| Creators | Ashley, Kimberly D. |
| Contributors | Kear, Dennis J. |
| Publisher | Wichita State University |
| Source Sets | Wichita State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis |
| Format | vii, 44 leaves, ill., 199342 bytes, application/pdf |
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