Thesis

Oral reading fluency: can modeling and rereading work?

This study examines the progress that a struggling reader made with oral reading fluency after two specific strategies; teacher modeling and student rereading were implemented over an eight-week period. In this case study one third grade boy is the subject. Formal and informal assessments, including a district recommended fluency rubric and assessment, anecdotal notes on the subjects mannerisms, and questions for the subject were utilized prior to, throughout, and at the conclusion of the study. This allowed for the investigation of whether or not improvements were made. The data from this study reveals that the subject made improvements with regard to reading fluency. Preliminary results showed lower scores prior to the implementation and higher scores at the study's conclusion. Findings suggest that using rereading and modeling with a struggling reader can positively affect confidence and ability when reading aloud. Ultimately, a focus on teaching strategies in a one on one setting with a student can be a great benefit for a reader that struggles with fluency. KEY WORDS: reading, oral fluency, modeling, rereading

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