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dc.contributor.authorWilson, Helen M.
dc.date.accessioned2008-06-05T19:18:26Z
dc.date.available2008-06-05T19:18:26Z
dc.date.issued2008-04-25
dc.identifier.citationWilson, 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.161-162en
dc.identifier.urihttp://hdl.handle.net/10057/1409
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.abstractThe 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.extent142620 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 effect of rereading text at a student’s instructional level upon reading fluencyen
dc.typeConference paperen


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