The effect of rereading text at a student’s instructional level upon reading fluency

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dc.contributor.author	Wilson, Helen M.
dc.date.accessioned	2008-06-05T19:18:26Z
dc.date.available	2008-06-05T19:18:26Z
dc.date.issued	2008-04-25
dc.identifier.citation	Wilson, Helen M. (2008) . The effect of rereading text at a student’s instructional level upon reading fluency . In Proceedings: 4th Annual Symposium: Graduate Research and Scholarly Projects. Wichita, KS: Wichita State University, p.161-162	en
dc.identifier.uri	http://hdl.handle.net/10057/1409
dc.description	Paper 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.description	Research completed at the Department of Curriculum and Instruction, College of Education	en
dc.description.abstract	The purpose of this study was to determine the effect of repeated readings of text at a student’s instructional level upon reading fluency. The participants for this study included seven third grade students who were reading below grade level and below the fluency norms for beginning third graders. The participants included three girls and four boys, ages 8 to 9. Data was collected using leveled readers, weekly running records for fluency from a pretest and a posttest, student completed graphs, and a pretest and posttest measurement of reading comprehension using the Scholastic Reading Inventory. The main findings indicated that explicit fluency instruction, engaging students in rereading text, and modeling fluent reading do positively impact reading fluency.	en
dc.format.extent	142620 bytes
dc.format.mimetype	application/pdf
dc.language.iso	en_US	en
dc.publisher	Wichita State University. Graduate School.	en
dc.relation.ispartofseries	GRASP	en
dc.relation.ispartofseries	v.4	en
dc.title	The effect of rereading text at a student’s instructional level upon reading fluency	en
dc.type	Conference paper	en