1. CI804 Wichita State University May 3, 2012
The Effects of Repeated Reading Instruction on Oral Reading Fluency: Technology Intervention   by Lana Titus
CI804 Wichita State University
May 3, 2012

2. Outline of Presentation:
Literature Review
Research Question
Methodology
Results
Discussion
Conclusion
References

3. Introduction Literacy is the point at which learning begins
Relationship between early reading problems and later academic success
Elementary reading focus on BIG 5
When students fail at reading, they dislike it
Less reading experiences due to struggles
Early identification & intervention are key

4. Oral Reading Fluency Fluency: ability to read text with…
Accuracy: correct word identification
Automaticity: speed
Prosody: expression
Complex and gradually changing skill
“…Fluency should be a central part of any reading program” (Conderman & Strobel, 2008, p. 15)
Ample time of actual text reading for students
This will lead to more proficient and fluent readers
When students are fluent readers…
Less effort on decoding
More focus on understanding text

5. How to Help Quality classroom education
Administrators & teachers must assist:
Identification
Implementation
Evaluation
Effective research-based interventions
Skills-based interventions
Involve reading skill instruction
Sight word drills, passage preview, repeated readings
Performance-based interventions
Incorporate rewards, consequences, or verbal praise & feedback

6. Repeated Readings
Student rereads a specific passage out loud to adult or peer tutor
Allows for practice of learned skills while developing fluency
Improves decoding, reading rate, and expression
Essential components:
Read out loud to adult or peer tutor
Reread until performance criterion is reached
Immediate feedback
Performance passages are best
Poetry, riddles, jokes, scripts, & dialogues
Short and complete idea or story

7. Repeated Reading Interventions
Examples: readers theater, passage preview, multisensory, etc.
Small-group instruction
Decreased group size
Focus on deficient & similar needs at their speed
Assess frequently, adjusting groups as needed
Peer-coaching
Heterogeneous grouping
Modeled, choral & unison reading
Independent level
Enjoy working with a peer

8. Interventions Continued…
Technology
Modern & fun way to catch their attention
Focused practice on difficult skills
Easily adapted
Facilitation of repetitive practice
Motivating to students
Immediate response to show progress

9. Research Question:
What is the effect of repeated reading, through the use of technology, on the oral reading fluency of first grade students?
Students will be utilizing Ipod touches to record their voices as they read passages.

10. Methodology Participants: 19 first grade students
Rural primary school (Pre K- 2)
Title One reading
8 male & 11 female
4 special education
5 Title One
5 speech & language
16 participated in daily core instruction
2 reading in resource room

11. Methodology Strategy: Monday: Tuesday – Thursday: Friday:
Pretest
Good reader characteristics review
Ipod explaination & practice
Tuesday – Thursday:
Whole-group core reading instruction then centers
Small-group reading lesson with Ipods
Review Ipod procedures
Self charting demonstration
Read independent level passage while recording
Listen to recording
2 more repeated readings with recording of same passage
Listen to repeated readings
Complete charting procedures of student results
Friday:
Posttest

12. Results All made positive gains in ORF
A - J are females, K - P are males
Average WPM gain for females was 18.9
Average WPM gain for males was 22.5
2 females had gains of 10 or less, 3 with gain between 11 and 20, & 5 with gain of 21 or higher
1 male had a gain of 10 or lower, 2 with gains between 11 and 20, & 3 with a gain of 21 or higher.

13. ORF Gain Results

14. Discussion Process went smooth
Students excited to hear improvements of their “good reading” voices
Charting was motivating
ORF gains were made by all participants
Males began with lowest fluency scores, also made largest gains on average
5 females had gains of 21 points or higher
3 males made similar gains

15. Conclusion Any questions??
The investigation of repeated readings showed to be successful in increasing the oral reading fluency of first grade students.
The intervention of technology was effective, fun, engaging, and motivating to the children.
Any questions??

16. Recommendations
More practice sessions for the students prior to beginning the study
Alternate fewer readers at a time: 2 students read while 2 are listening to recordings
Extend the duration of the study
Use of a different cold read for posttest

17. References:  
Lo, Y.-Y., Cooke, N. L., & Starling, A. L. P. (2011). Using a repeated reading program to improve generalization of oral reading fluency. Education and Treatment of Children, 34(1),
Begeny, J. C., Krouse, H. E., Ross, S. G., & Mitchell, R. C. (2009, Summer). Increasing elementary-aged students' reading fluency with small-group interventions: A comparison of repeated reading, listening passage preview, and listening only strategies. J Behavior Education, 18(3),
Marr, M. B., Algozzine, B., Kavel, R. L., & Keller Dugan, K. (2010, Summer). Implementing peer coaching fluency building to improve early literacy skills. Reading Improvement, 47(2),
Hasselbring, T. (2012, March). Five reasons readers need technology. Educational Leadership, 69(6). Retrieved from leadership/mar12/vol69/num06/Five-Reasons-Readers-Need- Technology.aspx