Title
Repeated Readings in First Grade by Melissa Graham
Abstract
This study explores first graders utilizing repeated readings of passages to improve their reading levels. It comparestwo classrooms of first graders; one using repeated readings in addition to regular reading instruction and the other receiving regular reading instruction only.
Area of Focus
Achieving higher reading levels in first grade is important to a student’s academic success for years to come. First grade is a foundational reading skills year so it is vital for students to attain as many reading skills as possible in order to become proficient readers
.
Research Question
Which group of first graders has higher reading achievement; those using repeated readings in addition to regular reading instruction or those receiving only regular reading instruction?
Review of Literature
Chafouleas and others (2004) conclude in their study for improving fluency that repeated readings produce the highest increases in reading fluency as compared to repeated readings with performance feedback and repeated readings with performance feedback along with contingent rewards. The results indicate the act of reading a passage several times increases reading levels. Because increasing reading fluency increases comprehension, reading levels are improved.
Faver (2008) discusses the benefits of repeated readings and some of the research that shows this benefit. She states that Meyer and Felton “found that repeated reading of connected text is the most researched method of improving fluency and should be focused on to acquire adequate fluency levels.” Faver also gives an in-depth description of using poetry for daily repeated readings. She suggests using a weekly poem with repeated readings and an opportunity for students to perform the poem for the class by the end of the week. Students performing for the class increases their motivation to read the poems repeatedly.
Huang and colleagues (2008) implemented a study of repeated readings as an intervention to improve reading fluency. They found repeated readings were successful with the two students involved with the study. Sight word recognition increased significantly. After the 10-week intervention, the two students’ reading levels increased by one grade level. This is a significant increase in their reading ability. However, they felt a larger sample of students would show if it was indeed effective.
According to Therrien (2004), “Findings from this analysis indicate that repeated reading improves the reading fluency and comprehension of both nondisabled students and students with LD.” When using repeated readings to improve fluency and comprehension, students are successful when they read to an adult, receive corrective feedback and meet performance criterion. By meeting these components, students can improve their reading levels.
Repeated readings increase fluency according to Therrien and Kubina (2006). It is an additional form of reading instruction which can be easily implemented in to a regular classroom. There are four components to repeated readings: Necessary Prerequisite Skills-Students should be reading at or above a first grade reading level. Appropriate Format for the Intervention- It can be led by teacher, assistants and peers. It should be practiced 3-5 times a week for 10-20 minutes. Implement Essential Instructional Components-Passages should be read to a tutor who in turn provides corrective feedback. There should also be performance criterion to reach. Appropriate Reading Material and Additional Supplies-Reading passages should be on the student’s instructional level. The tutor will also need a timer and sheets for tracking data. When using these four components, repeated readings provide success in improving fluency thus improving comprehension.
Description of Intervention
Two classrooms of first graders will be pretested with running records to determine each students reading level. Classroom A will participate in repeated readings along with regular reading instruction.Classroom B will only receive their regular reading instruction.
Classroom A will receive regular reading instruction in addition to repeated readings. Students will do so by using poetry to participate in repeated readings. Each week, everyone will receive the new poem of the week to include in his/her poetry notebook. During the week, students will reread the poem daily. Each day, students will echo read, partner read, choral read and silently read the poem. At the end of each week, students will review all poems collected in the notebook.
After 12 weeks of repeated readings in Classroom A, all students in both classrooms will be retested using running records to determine their reading levels. After comparing the pre-test levels with the post-test levels, I will be able to look at the data to see if there was a difference in level of achievement between the two classes.
Data Collection Method
Data would be collected from running records administered by the classroom teacher before the intervention begins to determine each student’s reading level and again after 12 weeks of the intervention using repeated readings. The running records are provided by the school system as part of the classroom reading instructional kit by Fountas and Pinnell.
References:
Chafouleas, S., Martens, B., Dobson, R., Weinstein, K., & Gardner, K. (2004, June 1). Fluent Reading as the Improvement of Stimulus Control: Additive Effects of Performance-Based Interventions to Repeated Reading on Students' Reading and Error Rates. Journal of Behavioral Education, 13(2), 67-81. (ERIC Document Reproduction Service No. EJ735435) Retrieved July 24, 2009, from ERIC database.
Faver, S. (2008, December 1). Repeated Reading of Poetry Can Enhance Reading Fluency. Reading Teacher, 62(4), 350-352. (ERIC Document Reproduction Service No. EJ820651) Retrieved July 24, 2009, from ERIC database.
Huang, L., Nelson, R., & Nelson, D. (2008, October). Increasing Reading Fluency through Student-Directed Repeated Reading and Feedback. California School Psychologist, 13, 33-40. Retrieved July 24, 2009, from Education Research Complete database.
Therrien, W. (2004, July 1). Fluency and Comprehension Gains as a Result of Repeated Reading. Remedial and Special Education, 25(4), 252-261. (ERIC Document Reproduction Service No. EJ695617) Retrieved July 24, 2009, from ERIC database
Therrien, W., & Kubina, R. (2006, January 1). Developing Reading Fluency with Repeated Reading. Intervention in School & Clinic, 41(3), 156-160. (ERIC Document Reproduction Service No. EJ722311) Retrieved July 24, 2009, from ERIC database