The effects of repeated readings of poetry on the fluency of first-grade students
With the adoption of the Common Core State Standards (CCSS), which were developed in 2010, an emphasis on reading for information, applying what is learned in the classroom to real world situations, using higher level critical thinking skills and improving problem solving underscore reading fluency as one of the foundational skills needed to access the core curriculum (Rothman, 2012). Educators have always searched for ways to adapt their curriculum to best suit the needs of their students and improve reading fluency. One way to elicit fluent readers is repeated reading. This approach can be used with any adopted textbook program, and research has shown readers theater and specific repeated reading interventions produce significant gains in reading fluency (Corcoran & Davis, 2005). The data selected for analysis were derived from first-grade students who participated daily in Repeated Readings of Poetry. This supplemental activity was used outside of the reading core and occurred each week over a 4-month period. Each poem was introduced and practiced in the prescribed manner within a 5-day span before the introduction of another poem. A paired sample t-test was conducted to determine if there was a significant difference between the mean scores of the pre and posttest Oral Reading Fluency (ORF) assessment. An alpha level of .05 was used to determine statistical significance. The results of the analysis suggest that participation in Repeated Readings of Poetry does have a positive impact on reading fluency.