Improving Reading Fluency
Using various methods with repeated readings
By Ally Jackson
What is Fluency and Why is it Important?
What Are Repeated Readings and How Did I Use Them In My Study?
In my research project, I took several methods I had read about in my literature reviews and combined them into one study. I had four groups leveled from DIBELS, a fluency monitoring program used by our county. My students were grouped as the following: significantly below grade level, slightly below grade level, right at grade level, and then students who were below grade level at the beginning of the year and have moved onto grade level since then. The significantly below grade level group worked with me giving them immediate feedback, the below grade level group worked with peer coaches who used rubrics to help give immediate feedback and suggestions, the on grade level group used the recording device on iPads to record themselves reading and then used a rubric to rate themselves, and lastly the fourth group used a combination of the above methods.
On Mondays, students timed themselves doing a "Cold Read," which is the first time they have read the passage, and then graphed their correct words per minute in their Fluency Folders. They practiced this passage throughout the week in their groups, and on Friday they timed themselves in a "Hot Read," which is when they have become more comfortable and familiar with the passage. They graphed this score as well so they could not only see their growth since Monday, but were able to see their growth from week to week as well. This served as a motivation factor.
Student Population
- Reduced EIP 3rd grade classroom
- 17 total students
- 9 EIP students in reading, math, or both
- 3 Special Education students (all 3 are served in reading)
- All primarily English speaking
- 12 of the students=below grade level expectations in reading
Data Collection
Informal observations taken during fluency group time. Noted behaviors, attitudes, conversations, etc.
Quantitative:
Students used graphs in fluency folders were used to record correct words per minute for cold and hot reads.
DIBELS was used as a formal progress monitoring tool for fluency, accuracy, speed, and retell.
Results
Students voiced their enjoyment as well as their motivation through their excitement at seeing their fluency scores improve each week.