Analysis of Guided Modeled Reading Intervention as it Affects Reading Fluency

1. Analysis of Guided Modeled Reading Intervention as it Affects Reading Fluency By Rebekah Bryant

2. Literature Review • Reading fluency is often neglected in the classroom (National Reading Panel, 2000). • This is unfortunate because this can negatively impact the child later in life. • “When students do not obtain reading fluency, their abilities to participate in the general education curriculum and to attain academic success are severely impaired” (Dudley, 2005, p.17). • Fluency is critical for efficient reading comprehension. It will be very hard for a child to comprehend text if it is read in a “laborious and inefficient manner” (p.11).

3. Repeated reading is one of those methods that has been used to improve reading fluency (Dudley, 2005, p.20). • According to the National Reading Panel (2000), guided repeated oral reading encourages children to read text with specific feedback from the teacher or instructor. • This has shown to be a positively influence in word recognition, comprehension, and fluency over many different ages and ability levels. • Proficient as well as struggling readers have benefitted from this technique (p.12).

4. Purpose • The purpose of this project is to increase reading fluency by replicating a method found to be effective

5. Participants • 2 Participants • Bridgette was the child • 7 years old and • 2nd grade at a local elementary school • bubbly personality • The instructor was the second participant • Senior at Valdosta State University • Deaf Education major

6. Setting • Boys and Girls Club • Room on the second floor • Tables and computers were in the room • Were other instructors were conducting the same study with different children in the same room • The instructor sat next to the child during this study at a table in the middle of the room.

7. Operational Definition • A word was considered read correctly if • it was read from left to right • correct punctuation • If the child skipped a word but continued with the passage, the word skipped was not marked incorrect • If the child stopped and hesitated after 2 seconds, the instructor told the child the correct pronunciation of the word. This word was counted incorrect.

8. Materials • Audio recorder • standard wristwatch with a second hand • Book called Harry and the Lady Next Door, by Gene Zion.

9. Procedures • First, child read without a model • Next, the instructor read and child followed along • Then, the child read the passage the instructor just read • Finally, the child reread the same passage • Recorded on an audio recorder

10. Data Analysis • First, each sample was timed using US Master Clock for 30 seconds or when the child finished reading • A mark was placed in the book where the 30 seconds had ended. The words in the passage were counted. • The recording was played again, and the incorrect words were marked with an “x.” • On Microsoft Excel, the number of words in each reading sample, the correct number of words, and the time of each sample was recorded. • Using Microsoft Excel, the percentage of words read correctly was calculated as well as the rate or words read correctly. From this data, line graphs were made.

11. Results

13. References • Alberto, P. A., & Troutman, A. C. (2009) Applied behavior analysis for teachers (8th ed.). Columbus, OH: Pearson. • Conderman, G., & Strobel, D. (2006, September). Problem Solving With Guided Repeated Oral Reading Instruction [Electronic version]. Intervention in School & Clinic, 42(1), 34-39. • Dawson, L., Venn, M. L., & Gunter, P. L. (2000). The effects of teacher versus computer reading models [Electronic version]. Behavioral Disorders, 25, 105-113. • Dudley, A. M. (2005, Spring). Rethinking reading fluency for struggling adolescent readers [Electronic version]. Beyond Behavior, 16-22 • National Reading Panel (2000). Teaching children to read: An evidence-based assessment of scientific research literature on reading and its implications for reading instruction. Retrieved November 11, 2008 from http://www.nichd.nih.gov/publications/nrp/upload/smallbook_pdf.pdf