Programming for Generalization of Oral Reading Fluency Using Computer-Assisted Instruction and Changing Fluency Criteria

Keyes, Starr E.; Cartledge, Gwendolyn; Gibson, Lenwood; Robinson-Ervin, Porsha

doi:10.1353/etc.2016.0011

Cited by 15 publications

(13 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This kind of reading affects comprehension. Keyes, Cartledge, Gibson, & Robinson-Ervin (2016) stated that there is a strong link between comprehension and ORF.…”

Section: Overview Of the Studymentioning

confidence: 99%

Evaluation of oral reading fluency outcomes using the whole-class choral reading strategy and the repeated reading strategy

Itani¹

View full text Add to dashboard Cite

Many students across the world and in Lebanon particularly are struggling to read fluently. The aim of this thesis is to deal with these students by using two methods of intervention, The Repeated Oral Reading (RR) strategy and the Whole-Class Choral Reading strategy (WCCR). The study is conducted in a middle socioeconomic school in Lebanon on sixty-eight 5 th graders. These students are divided into three groups. The first group received the RR strategy intervention, the second group received the WCCR intervention, and the third group was a control group. Pretests were made to create a baseline to the study. Using texts that are specially made for the Curriculum Based Measurement (CBM) tool, students read for one minute each time. The WCPM, word count per minute, was calculated for each student. CBM scores were analyzed and studied. The results show that the students who receive the Repeated Reading strategy scored better than those receiving the Whole Class Choral Reading strategy. Based on these results, a new oral reading fluency strategy was created: "The Repeated Choral Reading Strategy" which was tested on another set of students and showed significant improvement in students' oral reading fluency. This strategy, a combination of two renowned strategies, elicits students' interests toward reading, creates an appetite for oral reading among students, and motivates the struggling readers to read continuously and with enthusiasm.

show abstract

“…This kind of reading affects comprehension. Keyes, Cartledge, Gibson, & Robinson-Ervin (2016) stated that there is a strong link between comprehension and ORF.…”

Section: Overview Of the Studymentioning

confidence: 99%

Evaluation of oral reading fluency outcomes using the whole-class choral reading strategy and the repeated reading strategy

Itani¹

View full text Add to dashboard Cite

show abstract

“…When students do not develop the ability to comprehend what they read, they lose out on learning content in many other subject areas (Hall et al, 2000). For that reason, Gibson, Cartledge, and Keyes (2016) argued that reading proficiency is the most important skill for students to acquire.…”

Section: Department Of Educationmentioning

confidence: 99%

“…Such online interventions are classified in the research literature as computer-assisted instruction (CAI), computer-adaptive instruction (CAI), or sometimes integrated-learning systems (ILS). Potential benefits of CAI include embedded formative assessment, individually paced instruction, extensive opportunities for repeated practice, and immediate feedback to students Keyes et al, 2016).…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…Schunk (2012) noted that because teachers can only attend to students individually for a few minutes each day, students do not receive feedback in time to avoid learning incorrectly. Through CAI, students can interactively engage in instruction and receive immediate and corrective feedback, as well as reinforcement and modeling (Keyes et al, 2016;Macaruso & Rodman, 2011a).…”

Section: Behaviorist Theoretical Basis For Caimentioning

confidence: 99%

“…American classrooms today typically reflects influences from both behaviorism and constructivism. This is true of computer-assisted instruction as well Keyes et al (2016),. for example, cited the following instructional design elements of CAI: active engagement and interaction (constructivism), immediate and corrective feedback (behaviorism), reinforcement (behaviorism), modeling (constructivism), individual pacing (behaviorism), interesting and motivating activities (constructivism), repeated practice of skills (behaviorism), learning in non-threatening or embarrassing environments (constructivism) (p. 143).…”

mentioning

confidence: 99%

See 2 more Smart Citations

How Teachers May Influence the Impact of Computer Adaptive Instruction: A Mixed-Methods Analysis of Implementing Lexia Core5 in Second-Grade Classrooms

Woolstenhulme¹

View full text Add to dashboard Cite

tremendous amount from each of these great teachers, both in their courses and during the completion of my dissertation. I also would like to acknowledge the efforts of my parents who taught me the importance of hard work and perseverance. While I did not learn those lessons quickly, I finally got them. I am also grateful for an older brother and little sister who always pushed me to be better. And most importantly of all, I need to express gratitude for my wife, Lindsey and my children, Sydney, Annabel, Sophie, Grace and Isaac, who have constantly supported me through three graduate degrees. Thank you for the long nights and weekends when you took care of things at home while I immersed myself in my studies. This would not and could not have been possible without your constant love, support, and encouragement. I love each of you more than I can ever express.

show abstract

Examining learning rates in the evaluation of academic interventions that target reading fluency

Solomon

Poncy

Caravello

et al. 2017

Psychology in the Schools

View full text Add to dashboard Cite

The purpose of the current study is to determine whether single‐case intervention studies targeting reading fluency, ranked by traditional outcome metrics (i.e., effect sizes derived from phase differences), were discrepant with rankings based on instructional efficiency, including growth per session and minutes of instruction. Converging with prior findings, we found great variability in reported sessions and minutes of instruction across studies, as well as divergences in rankings based on outcome variables. These findings raise questions as to how literature syntheses on the topic of academic intervention are interpreted and how selection of evidence‐based intervention occurs.

show abstract

Programming for Generalization of Oral Reading Fluency Using Computer-Assisted Instruction and Changing Fluency Criteria

Cited by 15 publications

References 40 publications

Evaluation of oral reading fluency outcomes using the whole-class choral reading strategy and the repeated reading strategy

Evaluation of oral reading fluency outcomes using the whole-class choral reading strategy and the repeated reading strategy

How Teachers May Influence the Impact of Computer Adaptive Instruction: A Mixed-Methods Analysis of Implementing Lexia Core5 in Second-Grade Classrooms

Examining learning rates in the evaluation of academic interventions that target reading fluency

Contact Info

Product

Resources

About