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ERIC Number: ED565238
Record Type: Non-Journal
Publication Date: 2013-Dec
Pages: 35
Abstractor: As Provided
Reference Count: 8
Action Research Project: Fluency vs. Comprehension
Obold, Elizabeth DeMatteis
Online Submission
The action research presented in this paper seeks the answer to the following research question: do targeted fluency interventions positively impact comprehension? This research included a test group of ten sixth grade Special Education students and a control group of ten sixth grade General Education students. Both the test and control groups participated in the STAR pre and posttest, which measures their individual instructional reading levels. The results of the pretest revealed that many students were not reading at a sixth grade reading level. The test groups' results were used to pair students based on their individual reading levels. The paired students worked together over three weeks to complete The "Six Minute Solution" targeted fluency intervention. In addition, these pairs received the standard sixth grade curriculum. The control group received only the curriculum. After the three week time period, both groups took the STAR posttest. Half of the students in the test group increased their instructional reading levels while half remained the same. Not one student in the test group decreased their score. This demonstrates that a relationship does exist between fluency and comprehension. The greatest limitation of this study was the three week time period for the implementation of the fluency intervention. The results of this study also reveal that both the fluency intervention and pre and posttests can be administered to any group of students and some growth will be discovered amongst their reading levels. The following are appended: (1) Student C Fluency Chart and Graph; and (2) Student G Fluency Chart and Graph.
Publication Type: Reports - Research
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A