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Browsing by Subject "Fluency"

Now showing 1 - 3 of 3
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    A comparison of academically-successful struggling adult readers' and academically-successful non-struggling adult readers' fluency skills: Implications for college reading instruction
    (2008-09) Willcutt, Jennifer Ruth
    Students who are struggling readers manage to succeed in college despite their difficulties. How do they manage to overcome their reading difficulties? This study addressed this research question both quantitatively and qualitatively. The quantitative analysis of reading skill was necessary to measure and compare the fluency achievement of adult struggling readers who have succeeded in obtaining some postsecondary education with their typical adult reader peers. How fluent are these successful struggling readers, as measured by their grade level of word recognition, their reading rate and comprehension, and their performance on a lexical decision task? The qualitative survey and interviews were used to learn the reading, study, and social strategies that successful struggling readers have used to overcome their reading difficulties in college. Twenty-two self-identified adult struggling readers with some postsecondary education were compared to twenty-three typical adults readers enrolled in 4-year undergraduate and graduate school courses. One-way analysis of variance was used to test differences between the groups in reading fluency. Results indicate that there are no significant differences in word-recognition accuracy between typical and struggling readers on high-frequency real word identification; however, there are significant differences between typical and struggling groups on the recognition accuracy of non-words of 4, 5, and 6 letters in length. There are also significant differences between struggling and typical readers on 3, 4, and 5-letter, high-frequency word recognition latency, and 3, 4, 5, and 6-letter non-word recognition latency. Successful struggling readers report that they don't do a lot of reading, but when they do read, it takes them longer, they must take copious notes, and their reading is likely to be nonfiction that is related to their career goals. Academically-successful struggling readers also develop relationships with people who can help them succeed. College reading instructors can use these findings to help students choose appropriate materials and develop their reading fluency skills.
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    Predicting intervention effectiveness from oral reading accuracy and rate measures through the learning hierarchy/instructional hierarchy
    (2012-11) Szadokierski, Isadora Elisabeth
    The current study used the Learning Hierarchy/Instructional Hierarchy (LH/IH) to predict intervention effectiveness based on the reading skills of students who are developing reading fluency. Pre-intervention reading accuracy and rate were assessed for 49 second and third grade participants who then participated in a brief experimental analysis (BEA) to determine whether each participant responded best to an acquisition or a proficiency intervention package. Analyses indicate significant baseline differences between students who responded to each intervention package. Moreover, accuracy and rate have a positive correlation with proficiency intervention effectiveness and a negative correlation with acquisition intervention effectiveness. Predictive models and potential accuracy and rate cut scores for making intervention decisions were also investigated.
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    Use of test score and interview data in a comparative case study of the influence of donated English language books upon reading fluency and comprehension scores for Tanzanian secondary school students.
    (2009-08) Plonski, Patrick J.
    Research has shown that there is an enormous shortage of text and library books across Africa. Accordingly, millions of donated text and library books have been shipped to Africa by a number of non-profit organizations over the past 20 years through funding provided by public and private organizations. While some research shows that localized textbooks increase student literacy rates, inconclusive data is available regarding the influence of donated English-language books upon student achievement. The purpose of this study was to examine the influence of donated English-language text and library books from the United States upon Tanzanian tenth grade student reading fluency and comprehension scores. This study investigated the influence of donated English-language text and library books upon student achievement in reading. Research questions were: (a) what is the influence of donated books upon student achievement in reading fluency and reading comprehension?; and (b) What does developing an understanding of teacher and administrator views of the nature and value of these donated books add to research knowledge and understanding concerning reading achievement? A mixed methods research model was used in a comparative case study in the Dodoma/Singida region of Central Tanzania, East Africa. Pre and posttest reading fluency and comprehension assessments were administered to 78 students at four secondary schools in February 2007 and again in February 2008. Qualitative data was secured through administration of a series of questions by the researcher to 18 teachers and administrators at these same four schools. The results showed students experienced increased English-language reading fluency and comprehension scores when provided with books. The teachers and administrators agreed that the donated text and library books had value through providing a greater world view to students as well as providing data not available due to a shortage of book stock. In addition, the interview data revealed that teachers and administrators believed donated English-language books did not cause cultural harm and served to improve student educational capacity.