Thesis

The effects of Read Naturally and Reading Plus on the reading fluency and comprehension of third grade students scoring basic on state and district testing

Students struggling with reading fluency and comprehension face endless challenges among all academic areas and tend to score low on state and district testing. The purpose of this study was to identify whether or not two supplemental reading interventions promote success for struggling readers. The researcher conducted a mixed method of quantitative and qualitative data allowing for a multidata-multianalysis to determine the effects of Read Naturally (Ihnot, Mastoff, Gavin, & Hendrickson, 2001) and Reading Plus (Taylor Associates, 1994) on the reading fluency and comprehension of three third grade students scoring basic on state and district testing. Results indicate variations among the three participants, including growth and regression. The results reveal components of each program met differing needs of each participant, thus educators must ascertain appropriate interventions for individual students. As educators and students continue to recognize the importance of reading fluently and comprehending text in order to thrive in all academic areas and on state and district testing, it becomes critical for the identification of proper reading programs and their implementation within the general education classroom. The researcher hopes the implementation of such programs will reduce the number of special education referrals for struggling readers. Future research should be conducted to elaborate on effects of reading interventions across more grade levels, on more students with varying qualifying disabilities and students placed solely in general education, and on state and district assessment results. KEYWORDS: comprehension, reading fluency, Read Naturally, Reading Plus

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