Repeated reading and vocabulary‐previewing interventions to improve fluency and comprehension for struggling high‐school readers

Hawkins, Renee O.; Hale, Andrea D.; Sheeley, Wesley; Ling, Stacy

doi:10.1002/pits.20545

Cited by 38 publications

(40 citation statements)

References 22 publications

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“…Previous studies showed neutral results in testing the variability between reading silently versus aloud (Hawkins et al, 2011;McCallum et al, 2004); however, this study's findings also suggest that silent reading is optimal (Sanden, 2014). Data collected from students from both high-and low-income schools were used, and the results regarding the effects of choice and silent reading on reading comprehension were the same.…”

Section: Conclusion and Implications For Future Researchcontrasting

confidence: 53%

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The Effects of Choice on Reading Engagement and Comprehension for Second- and Third-Grade Students: An Action Research Report

Fraumeni‐McBride

2017

JoMR

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Abstract. Poor literacy rates contribute to low school performance for children across America. In particular, low-income schools continue to struggle with declining literacy rates. Issues with literacy are often attributed to lack of reading comprehension. This study tested the effects of choice on reading comprehension in second-and third-grade students at a high-income school and a low-income school. Students were observed while reading silently and aloud to see if either method affected reading comprehension. Data were collected from 32 students before, during, and after reading to determine whether students' comprehension levels were higher when given opportunities to choose their own books or when they read assigned books. Trials were performed while students read silently and then aloud. Results indicated that students had higher comprehension levels both when they could choose their own books and when they read silently.

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Section: Conclusion and Implications For Future Researchcontrasting

confidence: 53%

“…The outcomes of studies of both SSR and reading aloud are conflicting or neutral (Hawkins, Hale, Sheeley, & Ling, 2011;McCallum, Sharp, Bell, & George, 2004). Because it is not clear which type of reading has a more positive effect on children's reading comprehension, both variables need further study.…”

Section: Reading Silently Versus Aloudmentioning

confidence: 99%

The Effects of Choice on Reading Engagement and Comprehension for Second- and Third-Grade Students: An Action Research Report

Fraumeni‐McBride

2017

JoMR

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“…In their own study they found that fluency-based story retell task was "not a strong indicator of reading comprehension skills among fourth grade students" (Bellinger & DiPerna, 2011, p. 425 The research in the literary review suggested that high school students need fluency instruction in the curriculum because evidence showed that a significant number were deficient in this area (Begney et al, 2009;Marchand-Martella et al, 2010;Murray et al, 2012;Paige et al, 2012; Wexler et al, 2010) and they were not receiving instruction needed to improve (Paige et al, 2012; Wexler et al, 2010). Furthermore, the review enumerated the many dangers for secondary students who cannot read fluently (Hawkins et al, 2011;Hudson et al, (2009);McComas et al 2009;Rasinski, 2012; Wexler et al, 2010). These dangers were deemed crucial because today's high school students are THE EFFICACY OF REPEATED READING 38 expected to read at increasingly complex levels called for by College and Career Ready Standards.…”

Section: The Efficacy Of Repeated Reading 36mentioning

confidence: 99%

“…Secondary students who have reading difficulty may take longer than their classmates to accurately decode text (Hawkins, Hale, Sheeley, & Ling, 2011). Rasinski (2012 suggested those slow readers' frustration and lack of interest in reading increases in middle and high school reading when assignments of 30 to 60 minutes become assignments that call for 90 to 180 minutes because of students' lack of reading automaticity.…”

Section: Chapter 2: Literature Reviewmentioning

confidence: 99%

“…More researchers confirmed, rather than dissented, that RR appears to significantly increase fluency in primary grades and also at the secondary level, although limited research has been conducted at this level (Paige et al, 2012;Rasinski et al, 2009; Rasinski, 2102; Wexler et al, 2010). Finally, the literature review also revealed the need for more research on fluency and reading development at middle school and secondary levels (Hawkins et al, 2011;Rasinski et al, 2009; Wexler et al 2010). …”

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confidence: 99%

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The Efficacy of Repeated Reading on Secondary Students' Oral Reading Fluency and Retell Fluency

Driggs¹

2013

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The ability to understand and react to ideas expressed in writing is the essence of reading, and if we accept that the ultimate goal of reading is comprehension and learning from text, it is important for teachers to understand how fluency is the essential component that nurtures and brings about this capability. (p. 3) When students can identify words automatically and accurately, they can comprehend much more easily because their cognitive resources are free to make meaning. Hence, researchers and educators have witnessed fluency's rise to prominence in the reading world because of its importance to overall reading health. THE EFFICACY OF REPEATED READING 2Although fluency has recently gained significance, Murray, Munger, and Clonan (2012) found the data verify that fluency may not be developing as it should (Murray et al., 2012). Other researchers have also uncovered alarming news about the foundational skills of secondary students. Paige, Rasinski, and Magpuri-Lavell (2012) declared that "we face a crisis in the United States concerning the literacy development of secondary students" (p. 73). For instance, the National Assessment of Educational Progress disclosed that only 35 percent of eighth-grade students scored at or above The Proficient level in reading (NAEP; National Center for Education Statistics, 2009). This statistic means that almost two-thirds of eighth grade students scored the proficient. Of this group that scored below proficient, the study revealed that 38.5% scored below Basic (Paige, et al., 2012). Roberts and colleagues added insight into these scores when they defined below Basic as "unable to understand important concepts and acquire new knowledge from grade-level-texts" (Roberts, Torgesen, Boardman, & Scammacca, 2008, p. 63).According to these statistics, students entering high school may lack basic reading skills.In light of these statistics, today's educators should be particularly alarmed about basic reading skills because in recent years, extensive research has established the need for college and career ready students to be proficient in independently reading complex informational content area text (Common Core State Standard Initiative, 2012).Educators expect twenty-first century students to read and comprehend at a very complex level. For instance, since Ohio and many other states have adopted, or are in the process of adopting, the Common Core State Standards for College and Career Readiness (CCSS), secondary students must possess basic, essential reading skills that allow them to read at ever increasingly complex level. Students must demonstrate independence and a THE EFFICACY OF REPEATED READING 3 wide-knowledge base. They must also show the ability to cite evidence to demonstrate understanding; evaluate the author's purpose, tone, and subtle nuances; critique, evaluate, and synthesize information (Common Core State Standard Initiative, 2012). Students need comprehension in order to apply higher level thinking skills such as, evaluation, synthesis, and construction. Students ...

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Improving oral reading fluency in middle‐school students: A comparison of repeated reading and listening passage preview

Powell

Gadke

2018

Psychology in the Schools

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Oral reading fluency has been established in previous literature as a key component in becoming an effective reader. Repeated reading (RR) and listening passage preview (LPP) are both oral reading fluency interventions well‐supported in the research literature, however, most of this study explores their use with elementary‐aged children, with only a handful of studies over the last 20 years evaluating their use in middle‐school children. The overall goal of the current study was to explore the effectiveness of both of these interventions independent and relative to one another. An alternating treatment design (A/ABC), including the use of baseline, was implemented to compare RR, LPP, and a control. Three middle school‐aged struggling readers were randomly exposed to the conditions over time, with oral reading fluency acting as the primary dependent variable. Data were analyzed using visual analysis and effect size calculated using nonoverlap of all pairs (NAP). The results indicated primarily large effects for RR, with LPP effects ranging from small to large across participants. Limitations, implications, and future directions are also discussed.

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Repeated reading and vocabulary‐previewing interventions to improve fluency and comprehension for struggling high‐school readers

Cited by 38 publications

References 22 publications

The Effects of Choice on Reading Engagement and Comprehension for Second- and Third-Grade Students: An Action Research Report

The Effects of Choice on Reading Engagement and Comprehension for Second- and Third-Grade Students: An Action Research Report

The Efficacy of Repeated Reading on Secondary Students' Oral Reading Fluency and Retell Fluency

Improving oral reading fluency in middle‐school students: A comparison of repeated reading and listening passage preview

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