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ERIC Number: ED452520
Record Type: RIE
Publication Date: 2001-May
Pages: 127
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Increasing Student Reading Fluency through the Use of Leveled Books.
Armstrong, Noreen; Campos, Julie; Johnson, Barb
This report describes a program for increasing reading fluency through the implementation of leveled books. The elementary students of the three targeted regular education classes exhibit low fluency rates which impedes them from becoming independent readers. Evidence for the existence of the problem includes words read per minute on a grade level reading passage, teacher observation, anecdotal records, previous report cards, and attitude surveys administered periodically throughout the school year. Analysis of probable cause data reveals that reading fluency can be broken down into three categories: Independent Level, Instructional Level, and Frustration Level at the beginning of the study. Students demonstrated frustration in reading, which resulted in low fluency scores. A review of solution strategies suggested by experts in the field combined with the analysis of the problem setting, resulted in the choice to implement a leveled classroom library while instructing students and parents on how to select a book at each child's Independent Level. Various components including the use of a reading readiness test, leveled books, sight words, repeated readings, and several word pattern strategies were implemented to improve the individual reading fluency of the targeted elementary students. Post intervention data indicated an increase in student reading fluency scores, student understanding of how to choose an appropriate book to read independently, and an increase in student silent reading time during the school day. Contains 24 references and 21 tables of data. Appendixes contain survey instruments, inventories, and tests. (Author/RS)
Publication Type: Dissertations/Theses - Masters Theses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development. Some materials in the appendixes are copyrighted and are not included.