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dc.contributor.advisorKear, Dennis J.en_US
dc.contributor.authorAshley, Kimberly D.
dc.date.accessioned2009-04-07T01:38:34Z
dc.date.available2009-04-07T01:38:34Z
dc.date.copyright2008en
dc.date.issued2008-05
dc.identifier.othert08002
dc.identifier.urihttp://hdl.handle.net/10057/1969
dc.descriptionThesis (M.Ed.) - Wichita State University, College of Education, Dept. of Curriculum and Instructionen
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 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.en
dc.format.extentvii, 44 leaves, ill.en
dc.format.extent199342 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_USen
dc.publisherWichita State Universityen
dc.subject.lcshElectronic dissertationsen
dc.titleThe effects of focused fluency practice on reading rate motivation and interest in readingen
dc.typeThesisen


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