Examining the impact of feedback and repeated readings on oral reading fluency: Let’s not forget prosody.

Abstract

Although extensive research supports repeated readings (RR) as an intervention for improving reading fluency, it largely ignores reading prosody, which is a key component of reading fluency. The current study extends the RR literature by examining the impact of RR on prosody and whether the content of directions and feedback might impact what components of fluency are improved. Elementary students (N = 76) were randomly assigned to either a rate- or prosody-focused RR intervention. The study differs from existing RR research in that (a) students were average as opposed to struggling students, (b) prosody was evaluated, and (c) measures of prosody were objective as opposed to subjective. Results support previous research suggesting that RR improves fluency but indicate that the nature of the instruction and performance feedback provided to students influences the components of reading fluency (i.e., rate or prosody) that are improved.

Prosody Growth and Reading Comprehension: A Longitudinal Study from 2nd Through the End of 3er Grade // Evolução da prosódia e compreensão da leitura: Um estudo longitudinal do 2º ano ao final do 3º ano de escolaridade

“…Na verdade, a entonação, a leitura enfática e o fraseamento, têm sido associadas tanto à fluência (Ardoin, Morena, Binder, e Foster, 2013;Schrauben, 2010) como à compreensão da leitura (Arcand et al, 2014;.…”

The Effects of Reading Racetracks on the Sight Word Recognition of Four Elementary School Students with Learning Difficulties

“…According to the theory of automatic word processing (LaBerge & Samuels, 1974;Logan, 1988), word recognition automaticity is indispensable for reading fluency, which in turn is a key foundation for text comprehension (Miller & Schwanenflugel, 2006;Paige, 2011). If individuals must invest too much of their cognitive resources in executing their phonological skills and consequently demonstrate slowed oral language processing speed, their opportunities to focus on meaning are highly limited (Ardoin, Morena, Binder, & Foster, 2013;Swain, Leader-Janssen, & Conley, 2013). Thus, to be able to extract meaning from print, one must first acquire the skill of decoding words quickly, accurately, and effortlessly (Lee & Yoon, 2017).…”

Using Eye Tracking to Observe Differential Effects of Repeated Readings for Second-Grade Students as a Function of Achievement Level

“…Findings from applied research on RR demonstrate that repeated practice can improve reading for numerous populations, including skilled readers (Ardoin, Morena, Binder, & Foster, 2013 ;Levy, Nicholls, & Kohen, 1993 ;Sindelar, Monda, & O ' Shea, 1990 ), readers with learning disabilities (Chard et al, 2002 ), and all students through fourth grade (NICHD, 2000 ). In a meta-analysis of RR research, Therrien ( 2004 ) analyzed mean improvements on reread passages, and reported effect sizes of .83 for fluency and .67 for comprehension.…”