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dc.contributor.authorAshley, Kimberly D.
dc.date.accessioned2008-06-05T13:34:22Z
dc.date.available2008-06-05T13:34:22Z
dc.date.issued2008-04-25
dc.identifier.citationAshley, Kim. (2008). The effects of focused fluency practice on reading rate, motivation, and interest in reading for struggling primary students . In Proceedings: 4th Annual Symposium: Graduate Research and Scholarly Projects. Wichita, KS: Wichita State University, p.41-42en
dc.identifier.urihttp://hdl.handle.net/10057/1349
dc.descriptionPaper presented to the 4th Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held at the Hughes Metropolitan Complex, Wichita State University, April 25, 2008.en
dc.descriptionResearch completed at the Department of Curriculum and Instruction, College of Educationen
dc.description.abstractThis 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 were used including: 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. Repeated readings of independent level text were shown to be highly successful for improving reading rates in students with slow reading acquisition and maintaining current motivation to read.en
dc.format.extent186392 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_USen
dc.publisherWichita State University. Graduate School.en
dc.relation.ispartofseriesGRASPen
dc.relation.ispartofseriesv.4en
dc.titleThe effects of focused fluency practice on reading rate, motivation, and interest in reading for struggling primary studentsen
dc.typeConference paperen


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