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ERIC Number: ED548040
Record Type: Non-Journal
Publication Date: 2014-Nov-7
Pages: 27
Abstractor: As Provided
Reference Count: 37
Effect on Reading Fluency of Struggling Third Grade Students: Computer-Assisted Intervention versus Teacher-Guided Intervention
Martin, Corey; Elfreth, Jaime; Feng, Jay
Online Submission, Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Knoxville, TN, Nov 5-7, 2014)
This research study examined two intervention programs, Read Naturally (computer-assisted) and The Six-Minute Solution (teacher-guided), for the purpose of finding their effects on reading fluency with 3rd grade students at an elementary school. The participants were from two separate third grade classrooms, randomly assigned to one of the two intervention programs. There were five participants in the Read Naturally program and four participants in The Six-Minute Solution program. Fluency, the word correct per minute (WCPM), was based on assessments through AIMSweb R-CBM fluency probes. The data was analyzed to determine which program has a greater effect on fluency. Results from posttest scores indicated that after four weeks of intervention, there was an increase in fluency in both programs. However, the Read Naturally program showed a significantly higher rate of WCPM (words correct per minute). Results show that repeated reading programs help increase reading fluency. Educators need to see the significance in repeated reading programs and the positive effect it can have on increasing reading fluency. A sample lesson plan is appended.
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A