The effects of focused fluency practice on reading rate motivation and interest in reading
This 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 included: 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. Results found repeated readings of independent and instructional level texts to improve reading rates, error and self-correction rates in students with slow reading acquisition. The importance of reading motivation is highlighted using information from pre and post reading surveys.
Thesis (M.Ed.) - Wichita State University, College of Education, Dept. of Curriculum and Instruction