The effects of focused fluency practice on reading rate motivation and interest in reading

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Ashley, Kimberly D.
Kear, Dennis J.

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.

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Thesis (M.Ed.) - Wichita State University, College of Education, Dept. of Curriculum and Instruction