Thesis

The effects of intensive reading intervention on fourth through sixth grade reading fluency through the use of SRA direct instruction curriculum and echo reading

This study explored the impact of using the SRA direct instruction Decoding B-1 curriculum to increase students’ reading fluency. Additionally, the study focused on increasing students’ prosody through the use of echo reading, a form of repeated reading that used modeling to provide students a demonstration of intonation, expression and pacing through the observation of the author’s syntax. The fourth through sixth grade students within the study were homogeneously grouped and received 14 weeks of intervention to determine if the intervention had an effect on oral reading fluency as well as reading comprehension. This study used pre- and post-assessments to determine if the SRA direct instruction in conjunction with the echo reading were effective teaching strategies for the fourth through sixth grade students at risk for reading failure.

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