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2ECONSIDERING 3ILENT 3USTAINED
2EADING !N %XPLORATORY 3TUDY
OF 3CAFFOLDED 3ILENT 2EADING
$ 2!9 2%54:%,
0!2+%2 # &!73/.
*/(. ! 3-)4(
5TAH 3TATE 5NIVERSITY
!"342!#4 4HE PURPOSE OF THIS STUDY WAS TO DESIGN IMPLE FERENT SCHOOL SETTINGS WHICH INTRODUCED SCHOOL EFFECTS THAT
MENT AND EVALUATE THE EFFICACY OF SCAFFOLDED SILENT READING RESEARCHERS ACCOUNTED FOR NEITHER IN THE DESIGNS NOR IN THE
3C32 COMPARED WITH THE EVIDENCE BASED PRACTICE OF GUIDED ANALYSES #LINE +RETKE 3UMMERS -C#LELLAND
REPEATED ORAL READING '2/2 WITH FEEDBACK ON RD GRADE /THER CONTROL OR COMPARISON GROUPS IN THE 332
STUDENTS FLUENCY AND COMPREHENSION GROWTH 5SING A MIXED
MODEL DOMINANT LESS DOMINANT DESIGN THE AUTHORS COLLECTED STUDIES VARIED FROM TIME SPENT IN READING SKILLS PRACTICE TO
BOTH QUANTITATIVE AND QUALITATIVE DATA 1UANTITATIVE RESULTS SPELLING WORK AND FROM LESSONS ON HEALTH AND GROOMING TO
INDICATED NO SIGNIFICANT DIFFERENCES BETWEEN THESE FORMS OF THE USE OF PROGRAMMED MATERIALS IE TEXTS TAPES AND SKILL
READING FLUENCY PRACTICE ON RD GRADE STUDENTS FLUENCY AND KITS "URLEY #OLLINS %VANS 4OWNER
COMPREHENSION DEVELOPMENT WITH THE EXCEPTION OF SIGNIFI ,ANGFORD !LLEN 2EUTZEL (OLLINGSWORTH
CANT DIFFERENCE FAVORING 3C32 ON EXPRESSION OF A SINGLE PAS
SAGE 1UALITATIVE RESULTS INDICATED THAT EITHER 3C32 OR '2/2 )N SOME OF THE 332 STUDIES RESEARCHERS FAILED TO REPORT THE
APPROACHES USED EXCLUSIVELY TENDED TOWARD TEDIUM AND REDUCED NATURE OF THE REGULAR READING INSTRUCTION RECEIVED #LINE
OVERALL STUDENT ENJOYMENT AND MOTIVATION 4HE AUTHORS DISCUSS +RETKE ,ANGFORD !LLEN OR SYSTEMATICALLY CONTROL
HOW THE 3C32 APPROACH REPRESENTS A VIABLE ALTERNATIVE OR COM FOR OVERALL TIME SPENT READING #LINE +RETKE %VANS
PANION TO '2/2 FOR PROMOTING RD GRADE STUDENTS READING 4OWNER ,ANGFORD !LLEN
FLUENCY AND COMPREHENSION GROWTH
7HEN 332 RESULTED IN SIGNIFICANT DIFFERENCES IN THESE
+EYWORDS COMPREHENSION FLUENCY GUIDED READING INDEPEN
STUDIES THE RESULTS RANGED FROM INCREASED WORD RECOGNITION
DENT READING REPEATED READING ,ANGFORD !LLEN IN THE INTERMEDIATE GRADES TO
DIFFERENCES FAVORING 332 IN JUNIOR AND HIGH SCHOOL SETTINGS
FOR VOCABULARY AND COMPREHENSION "URLEY (OLT
0
/4UEL )N ONE STUDY RESEARCHERS FOUND THAT 332
ERHAPS NO OTHER SINGLE CONCLUSION DRAWN BY THE WAS HELPFUL ONLY FOR AVERAGE
ABILITY READERS IN THE EIGHTH
.ATIONAL 2EADING 0ANEL .20 .ATIONAL )NSTI
GRADE BUT DID NOT HELP ABOVE
OR BELOW
AVERAGE READERS
TUTE OF #HILD (EALTH AND (UMAN $EVELOPMENT $AVIS -ANNING AND -ANNING FOUND THAT
;.)#(($= HAS SPARKED MORE CONTROVERSY THAN A READING SCORES IMPROVED SLIGHTLY WHEN PEER DISCUSSION OR
REPORTED LACK OF RESEARCH SUPPORT FOR TIME SPENT READING AND TEACHER CONFERENCING WAS ADDED TO THE TRADITIONAL 332
THE RELATED PREVALENT CLASSROOM PRACTICE OF SILENT SUSTAINED IMPLEMENTATION
READING 332 !LLINGTON #OLES *7 #UN
/F THE 332 STUDIES ANALYZED BY THE .20 .)#(($
NINGHAM %DMONDSON 3HANNON +RASHEN IN OF THE STUDIES RESEARCHERS REPORTED NO STA
)N THE PAST TEACHERS AND ADMINISTRATORS HAD INCOR
TISTICALLY SIGNIFICANT EFFECT FOR 332 ON STUDENTS READING
PORATED 332 INTO THE DAILY READING INSTRUCTIONAL ROUTINES OF ACHIEVEMENT OR GROWTH /F THE FIVE STUDIES IN WHICH
MANY CLASSROOMS AND SCHOOLS ACROSS THE NATION RESEARCHERS DID FIND EFFECTS FAVORING 332 THE MAGNITUDE
4HE .20 .)#(($ EXAMINED THE READING RESEARCH OF EFFECT ESTIMATES WAS RELATIVELY AND ABSOLUTELY SMALL 4HE
LITERATURE IN WHICH RESEARCHERS EVALUATED 332 IN EXPERIMENTAL FIVE STUDIES WERE OF A NONEDUCATIONALLY SIGNIFICANT SIZE OR
OR QUASI
EXPERIMENTAL STUDIES AND PUBLISHED THE RESULTS IN WERE MIXED IN TERMS OF EFFECTS ON OUTCOME ASSESSMENTS
PEER
REVIEWED NATIONAL RESEARCH JOURNALS !FTER AN EXTENSIVE IE WORD READING VOCABULARY GAINS OR COMPREHENSION
SEARCH THE PANEL LOCATED ONLY 332 STUDIES MEETING THESE IMPROVEMENTS .)#(($
CRITERIA /NLY OF THE 332 STUDIES IN THE .20 ANALYSIS
INVOLVED PRIMARY
GRADE CHILDREN #OLLINS
!DDRESS CORRESPONDENCE TO $ 2AY 2EUTZEL %%* #ENTER FOR %ARLY
4HE CONTROL OR COMPARISON GROUPS IN THE 332 STUD
#HILDHOOD %DUCATION 5-# 5TAH 3TATE 5NIVERSITY ,OGAN
IES ANALYZED BY THE .20 VARIED WIDELY )N SEVERAL STUDIES 54
53! %
MAIL RAYREUTZEL USUEDU
RESEARCHERS USED INTACT CLASSROOM CONTROL GROUPS FROM DIF
#OPYRIGHT Ú (ELDREF 0UBLICATIONS
4HE *OURNAL OF %DUCATIONAL 2ESEARCH
)N CONTRAST +RASHEN HAS CONTENDED THAT THE !NOTHER CRITICISM OF 332 RESEARCH BY THE .20 .)#(
.20 MISREPRESENTED OR UNDERREPRESENTED THE RESEARCH LIT ($ FOCUSED ON MANIPULATING OR CONTROLLING THE
ERATURE SUPPORTING 332 (OWEVER A CAREFUL REVIEW OF AMOUNT OF TIME SPENT READING 4HE .20 WAS UNABLE
+RASHENS EXPANDED SET OF 332 STUDIES REVEALED THE INCLU TO ANALYZE THE EFFECT OF TIME SPENT READING ON READING
SION OF RESEARCH IN WHICH CHILDREN NOT ONLY READ BOOKS BUT ACHIEVEMENT BECAUSE MANY OF THE PUBLISHED RESEARCHERS
ALSO RECEIVED READING INSTRUCTION USING CHILDRENS BOOKS FAILED TO EITHER CONTROL OR ACCOUNT FOR THE TOTAL AMOUNT OF
4HROUGH THE EXPANDED SET HE ALSO EXAMINED STUDIES INVOLV TIME SPENT READING IN AND OUT OF SCHOOL 4HIS ALONE COULD
ING HIGH SCHOOL AND COLLEGE STUDENTS WHO PRESUMABLY COULD HAVE ACCOUNTED FOR THE NONSIGNIFICANT FINDINGS FOR 332 IN
READ AND WOULD STAND TO PROFIT FROM UNGUIDED INDEPENDENT THE STUDIES THAT THE .20 ANALYZED
READING PRACTICE MORE THAN WOULD YOUNG STUDENTS LEARNING ,AST THE MANIPULATION OF TEXT DIFFICULTY IN PAST 332
TO READ RESEARCH HAS BEEN SOMEWHAT INCONSISTENT .)#(($
)N THE IMPLEMENTATION OF TRADITIONAL 332 IN CLASS
332 ! #RITICAL %XAMINATION OF 4EACHER "EHAVIORS ROOMS TEACHERS AND ADMINISTRATORS OFTEN PLACED A PREMIUM
ON STUDENTS RIGHT TO CHOOSE THEIR OWN BOOKS FROM THE
#ONCERNS WITH THE IMPLEMENTATION OF 332 AS DESCRIBED CLASSROOM OR SCHOOL LIBRARY HOME OR ANYWHERE ELSE TO
IN THE LITERATURE AND AS IMPLEMENTED IN MANY CLASSROOMS ENSURE HIGH MOTIVATION TO READ !LTHOUGH THIS IS A LAUDABLE
ACROSS THE NATION INCLUDE THE CONSPICUOUS ABSENCE OF INTER AIM STUDENTS WERE NOT TAUGHT HOW TO CHOOSE APPROPRI
ACTION INVOLVING THE READING OF TEXTS OR ACCOUNTABILITY FOR ATELY CHALLENGING BOOKS THAT WERE OF INTEREST OR PROVIDED
WHETHER OR NOT STUDENTS READ DURING ALLOCATED 332 TIME NECESSARY SCAFFOLDING TO CHOOSE SUCH BOOKS IN TRADITIONALLY
3TAHL NOTED THAT hMANY 332 ADVOCATES DO NOT ALLOW IMPLEMENTED 332 3TAHL AND (EUBACH ADDRESSED
TEACHERS TO CHECK UP ON STUDENTS OR RECOMMEND THAT TEACH THE NEED FOR STUDENTS TO CHOOSE APPROPRIATELY CHALLENGING
ERS READ THEIR OWN BOOKS DURING THIS TIME TO BE A MODEL OF BOOKS BY SUGGESTING THAT THE APPROPRIATE LEVEL OF TEXT DIFFI
A READER /NE FAILING OF 332 IS THAT TEACHERS MAY NOT CULTY FOR READING FLUENCY PRACTICE IS INVERSELY RELATED TO THE
MONITOR THEIR STUDENTS READINGv P AMOUNT OF SCAFFOLDING PROVIDED TO STUDENTS 4HUS THE MORE
"RYAN &AWSON AND 2EUTZEL DEMONSTRATED THAT SUPPORT A TEACHER GIVES TO A STUDENT THE LOWER THE ACCURACY
WHEN CLASSROOM TEACHERS MONITORED THEIR STUDENTS DURING LEVEL THAT IS NEEDED FOR A CHILD TO BENEFIT FROM READING FLU
332 THROUGH BRIEF INTERACTIONS AND ACCOUNTABILITY CON ENCY PRACTICE
FERENCES EVEN THE MOST DISENGAGED STUDENTS IN THE CLASS )N SUMMARY THE TRADITIONAL IMPLEMENTATION OF 332 HAS
REMAINED ON TASK FOR UP TO WEEKS WITHOUT ADDITIONAL BEEN CRITICIZED FOR THE LACK OF TEACHERS TEACHING MONITOR
MONITORING VISITS 4HESE FINDINGS CONCUR WITH PREVIOUS ING INTERACTING WITH AND HOLDING STUDENTS ACCOUNTABLE
RESEARCH OF -ANNING AND -ANNING ABOUT THE POSI FOR THEIR TIME SPENT READING 7EAKNESSES ASSOCIATED WITH
TIVE IMPACT OF STUDENT DISCUSSIONS AND TEACHER CONFERENCES READING PRACTICE APPROACHES SUCH AS 332 SUGGEST THAT FUTURE
RATHER THAN TEACHERS READING SILENTLY DURING 332 4HE .20 RESEARCHERS SHOULD EXTEND THEIR STUDIES OVER LONGER PERIODS
.)#(($ ALSO ASSERTED THAT AN IMPORTANT FEATURE OF EMPLOY STRICT EXPERIMENTAL CONTROLS OVER THE AMOUNT OF
EFFECTIVE READING FLUENCY PRACTICE WAS THAT STUDENTS RECEIVE TIME SPENT IN READING PRACTICE AT SCHOOL AND HOME MAKE
FEEDBACK ABOUT THEIR READING 4HESE CRITICISMS ILLUSTRATE COMPARISONS WITH KNOWN PROVEN EFFECTIVE READING PRACTICE
THAT WITHOUT MONITORING TEACHERS CANNOT BE ASSURED THAT ROUTINES USE MULTIPLE MEASURES OF FLUENCY GROWTH AND
STUDENTS ARE IN FACT READING DURING 332 TIME EXAMINE THE USE OF DIFFERING LEVELS OF TEXT DIFFICULTY THAT ARE
USEFUL IN PROMOTING READING PROGRESS
332 !NALYSIS OF 0REVIOUS 2ESEARCH 7EAKNESSES
2ESEARCH 1UESTION
4HE .20 .)#(($ CRITICIZED PREVIOUS 332
STUDIES FOR THEIR POOR DESCRIPTIONS AND THE QUALITY OF THE )N THIS STUDY THE PRIMARY RESEARCH QUESTION WAS )S SCAF
COMPARISON OR CONTROL GROUPS THAT RESEARCHERS USED TO FOLDED SILENT READING 3C32 AS EFFECTIVE AS GUIDED REPEATED
INVESTIGATE THE EFFICACY OF 332 h/FTEN THESE STUDIES INTER ORAL READING '2/2 WITH FEEDBACK IN PROMOTING THIRD
PRETED THE LACK OF DIFFERENCE BETWEEN 332 AND THE CONTROL GRADE STUDENTS DEVELOPMENT OF READING FLUENCY AS MEASURED
CONDITION AS MEANING THAT 332 WAS AS GOOD AS SOME USU BY A REDUCTION IN ERROR RATES B INCREASE IN WORDS READ
ALLY UNSPECIFIED FORM OF READING INSTRUCTION #OMPARING CORRECTLY PER MINUTE C INCREASE IN EXPRESSION RATING
332 WITH INSTRUCTIONAL ROUTINES THAT HAVE NO EVIDENCE OF SCORES AND D INCREASE IN READING COMPREHENSION AS MEA
SUCCESS OR WHOSE SUCCESS HAS BEEN FOUND TO BE UNRELATED SURED BY THE PROPORTION OF IDEA UNITS RECALLED FROM READING
TO ACHIEVEMENT GAINS ,EINHARDT :IGMOND #OOLEY DIVIDED BY THE NUMBER OF WORDS READ CORRECTLY PER MINUTE
IS MEANINGLESSv .)#(($ P &UTURE 332 !T THIS POINT WE CLARIFY WHAT WE MEAN BY FLUENT READING
RESEARCHERS SHOULD USE CONTROL OR COMPARISON GROUPS THAT /UR DEFINITION OF FLUENCY EXTENDS BEYOND THAT OFFERED BY
IMPLEMENT A FORM OF READING FLUENCY PRACTICE THAT HAS BEEN THE .20 .)#(($ FLUENCY INVOLVES ACCURACY
FOUND TO BE EFFECTIVE IN PRODUCING READING FLUENCY GROWTH RATE AND EXPRESSION ,IKE 3AMUELS WE OPERATION
TO MAKE THE CLAIM OF EQUIVALENT OR SUPERIOR EFFECTIVENESS ALLY DEFINE FLUENT READING IN THIS STUDY AS SIMULTANEOUS
3EPTEMBER/CTOBER ;6OL .O =
DECODING AND COMPREHENSION 4HUS THE MEASUREMENT WE ADMINISTERED END OF SECOND GRADE STATE CRITERION
REFER
USED MIMICS FLUENT READING BEHAVIORS BY REQUIRING THAT ENCED END
OF
LEVEL READING TEST SCORES AND THEN DIVIDED
STUDENTS DECODE AND COMPREHEND WHAT THEY ARE ASKED TO THEM INTO THREE ACHIEVEMENT STRATA HIGH MEDIUM AND
READ AT THE SAME TIME )N OTHER WORDS WE INFORMED STUDENTS LOW 7E RANDOMLY ASSIGNED STUDENTS FROM WITHIN THEIR
THAT WHEN THEY WERE FINISHED READING THE TEST PASSAGES THEY ACHIEVEMENT STRATAHIGH MEDIUM OR LOWINTO ONE OF
WOULD ALSO BE ASKED TO RETELL WHAT THEY READ AS A MEASURE THE TWO READING FLUENCY PRACTICE GROUPS USING A COMPUTER
OF COMPREHENSION GENERATED TABLE OF RANDOM NUMBERS 5SING STRATIFICATION
3C32 IS AN APPROACH TO READING FLUENCY PRACTICE THAT FOR ACCOMPLISHING RANDOM ASSIGNMENT IS A MORE PRECISE
ADDRESSES MANY OF THE WEAKNESSES ASSOCIATED WITH TRADI
APPROACH FOR DISTRIBUTING VARIABILITY ESPECIALLY WHEN THE
TIONALLY IMPLEMENTED 332 3C32 MAKES USE OF SILENT WIDE SCORES USED IE READING ACHIEVEMENT DIFFERENTIATE AMONG
READING OF INDEPENDENT
LEVEL TEXTS SELECTED FROM VARIED THE STRATA OF STUDENTS ON A CRITERION THAT CORRELATES WITH
GENRES PERIODIC TEACHER MONITORING OF AND INTERACTION WITH THE CONSTRUCT UNDER EXAMINATION IE READING FLUENCY
INDIVIDUAL STUDENTS AND ACCOUNTABILITY THROUGH COMPLETED AND COMPREHENSION 3HADISH #OOK #AMPBELL
BOOK RESPONSE ASSIGNMENTS '2/2 IS AN APPROACH TO READ
7E NOTE THAT RANDOM ASSIGNMENT OF STUDENTS TO TREATMENT
ING FLUENCY PRACTICE IN WHICH STUDENTS REPEATEDLY READ ALOUD GROUPS OCCURS RARELY IN FIELD
BASED EDUCATIONAL RESEARCH
IN GENERAL n TIMES A SINGLE TEXT TYPICALLY AT GRADE LEVEL 3TRATIFIED RANDOM ASSIGNMENT OF THESE THIRD
GRADE STU
OR INSTRUCTIONAL LEVEL WHILE THEY RECEIVE FEEDBACK FROM DENTS TOOK PLACE OVER THE SUMMER MONTHS PRIOR TO THE
A TEACHER OR OTHER STUDENTS '2/2 IS AN ESTABLISHED AND BEGINNING OF THE THIRD
GRADE YEAR 7E DID NOT INCLUDE STU
SCIENTIFICALLY SUPPORTED READING FLUENCY PRACTICE APPROACH DENTS WHO MOVED INTO THE AREA DURING THE SUMMER MONTHS
THAT THE .20 .)#(($ HIGHLY RECOMMENDS BECAUSE THERE WERE NO PREVIOUS YEARS CRITERION
REFERENCED
)N THIS STUDY A DOMINANT FEATURE WAS THAT WE EXAMINED READING TEST SCORES AVAILABLE FOR RANDOMLY ASSIGNING NEW
QUANTITATIVE MEASURES OF THIRD
GRADE STUDENTS FLUENCY AND STUDENTS TO ONE OF THE TWO TREATMENT GROUPS 4HERE WERE
COMPREHENSION GROWTH ! LESS DOMINANT FEATURE WAS THAT TWO 3C32 CLASSROOMS N AND TWO '2/2 CLASSROOMS
WE FOCUSED ON UNDERSTANDING THE RELATIVE ADVANTAGES AND N $URING THE SCHOOL YEAR IN WHICH THIS STUDY WAS
DISADVANTAGES OF IMPLEMENTING BOTH TYPES OF READING FLU
CONDUCTED OF THE ORIGINAL RANDOMLY ASSIGNED STUDENTS
ENCY PRACTICE IE 3C32 AND '2/2 AS INDICATED BY QUALI
. MOVED FROM THE SCHOOL EITHER DURING THE SUM
TATIVE ANALYSES OF CLASSROOM OBSERVATIONS TEACHER WRITTEN MER AFTER RANDOM ASSIGNMENT OR DURING THE STUDY LEAVING
COMMENTS RECORDED IN TEACHER REFLECTION JOURNALS AND TOTAL STUDENTS FOR THE FINAL DATA COLLECTION AND ANALYSIS
STUDENTS ANSWERS TO STRUCTURED INTERVIEW QUESTIONS !TTRITION WAS EQUAL IN THE 3C32 N AND THE '2/2
N TREATMENTS
-ETHOD 4HE TWO SCHOOLS IN WHICH THE STUDY WAS CONDUCTED
WERE CONSIDERED HIGH
POVERTY LOW
PERFORMING SCHOOLS
0ARTICIPANTS
WITH APPROXIMATELY n DIVERSITY !FRICAN !MERICAN
4HE STUDY INVOLVED FOUR CLASSROOMS THIRD
GRADE TEACHERS !SIAN AND (ISPANIC WITH MORE THAN HALF OF THE STUDENTS
AND THIRD
GRADE STUDENTS IN TWO ELEMENTARY SCHOOLS !LL IN THE SCHOOLS QUALIFYING FOR FREE OR REDUCED LUNCH 4HE
TEACHERS IN THE STUDY ROTATED THROUGH TEACHING THE 3C32 AND SCHOOLS HAD PARTICIPATED FOR THE FULL YEARS OF THE FEDERALLY
'2/2 TREATMENTS DURING THE YEAR OF THIS STUDY %ACH TEACHER FUNDED 2EADING %XCELLENCE !CT 2%! GRANT PROGRAM THAT
ROTATED EVERY WEEKS TEACHING THE 3C32 AND '2/2 TREAT
TARGETED READING PROFESSIONAL DEVELOPMENT AND INSTRUC
MENTS TWICE DURING THE YEAR AS SHOWN IN 4ABLE TIONAL MATERIALS FUNDING FOR 'RADES +n IN HIGH
POVERTY
!LL THIRD
GRADE STUDENTS WERE RANDOMLY ASSIGNED TO ONE LOW
PERFORMING ELEMENTARY SCHOOLS
OF TWO TREATMENT GROUPS IE 3C32 OR '2/2 IN THE TWO 4HE THIRD
GRADE TEACHERS IN THIS STUDY ALSO HAD PAR
SCHOOLS 4O RANDOMLY ASSIGN STUDENTS WE LISTED THEIR SPRING TICIPATED IN THE 2%! SUBGRANT FOR YEARS 4HEY RECEIVED
4!",% 4REATMENT 2OTATION BY 7EEK 0ERIODS
4REATMENT ST WEEKS ND WEEKS RD WEEKS TH WEEKS
3CHOOL
3C32 CLASSROOM 4 4 4 4
'2/2 CLASSROOM 4 4 4 4
3CHOOL
3C32 CLASSROOM 4 4 4 4
'2/2 CLASSROOM 4 4 4 4
.OTE '2/2 GUIDED REPEATED ORAL READING 3C32 SCAFFOLDED SILENT READING
4HE *OURNAL OF %DUCATIONAL 2ESEARCH
CLASSROOM
BASED COACHING ON AT LEAST A WEEKLY BASIS FROM A AS INCORRECT !T THE END OF MIN A SLASH WAS PLACED AT
SCHOOL
BASED READING MENTOR OR LITERACY COACH AND WEEKLY THE POINT WHERE THE STUDENT SAID THE LAST WORD 4HE TEST
FOLLOW
UP STUDY IN GRADE
LEVEL STUDY GROUPS $URING THE ND ADMINISTRATOR RECORDED EACH STUDENTS READING OF THE FOUR
AND RD YEARS OF THE 2%! PROJECT THE DISTRICTS 2%! TECH
PASSAGES ON A SEPARATE AUDIOTAPE TO BE USED LATER FOR SCORING
NICAL ASSISTANT A UNIVERSITY PROFESSOR IN EARLY LITERACY GAVE PURPOSES 7E DETERMINED STUDENTS READING ACCURACY SCORES
TEACHERS MONTHLY PROFESSIONAL DEVELOPMENT WORKSHOPS AND ON THE $)"%,3 PASSAGES USED IN THIS STUDY BY COUNTING THE
IN
CLASS READING INSTRUCTION AND PRACTICE DEMONSTRATIONS TOTAL NUMBER OF READING ERRORS AS DESCRIBED FOR EACH
MIN
2EADING COACHES CONDUCTED WEEKLY STUDY GROUPS FOR n HR READING OF THE FOUR PASSAGES
ON SCIENTIFICALLY BASED READING RESEARCH FOR WHICH TEACHERS 2EADING RATE 2EADING RATE WAS CALCULATED USING A WORDS
READ AND STUDIED INTENSIVELY ABOUT EFFECTIVE READING INSTRUC
CORRECT PER MINUTE WCPM METRIC 4HE WCPM METRIC COR
TION AND PRACTICE AS OUTLINED IN 0REVENTING 2EADING $IFFICULTIES RECTS FOR THE NUMBER OF ERRORS COMMITTED IN EACH
MIN
IN 9OUNG #HILDREN 3NOW "URNS 'RIFFIN $URING THE READING SAMPLE 7E CALCULATED THE WCPM METRIC BY SUB
SUMMER PRECEDING THE STUDY THE THIRD
GRADE TEACHERS WERE TRACTING THE TOTAL NUMBER OF ERRORS FROM THE TOTAL NUMBER
PAID AN ADDITIONAL STIPEND TO READ AND DISCUSS WITH THEIR LITER
OF WORDS READ BY EACH STUDENT IN MIN FOR EACH OF THE FOUR
ACY COACHES INFORMATION ABOUT THE TWO DIFFERENT APPROACHES PASSAGES
TO BE USED IN THIS STUDY AND JOINTLY PLAN THEIR LESSONS FOR BOTH 2EADING EXPRESSION 2EADING EXPRESSION WAS JUDGED USING
TREATMENTS 4HESE THIRD
GRADE TEACHERS RECEIVED DAYS OF THE -ULTIDIMENSIONAL &LUENCY 3CALE -&3 :UTELL 2ASIN
PROFESSIONAL DEVELOPMENT ON EFFECTIVE FLUENCY INSTRUCTION SKI COMPOSED OF FOUR
POINT RATING SUBSCALES VOL
AND PRACTICE USING TRAINING MATERIALS DRAWN FROM A VARIETY OF UME PHRASING SMOOTHNESS AND PACE :UTELL AND 2ASINSKI
PROFESSIONAL SOURCES WHICH WERE BASED MAINLY ON /PITZ AND REPORTED A INTERRATER RELIABILITY COEFFICIENT FOR THE -&3
2ASINSKIS 'OOD
BYE 2OUND 2OBIN %FFECTIVE /RAL ,ITERACY COACHES WERE TRAINED TO SCORE AUDIOTAPES DURING
2EADING 3TRATEGIES 4HUS THE THIRD
GRADE TEACHERS SELECTED THE STUDY USING A SET OF FOUR SAMPLES FROM THE PREASSESSMENT
FOR THIS STUDY WERE PERHAPS BETTER PREPARED IN EFFECTIVE VARIA
PASSAGES ! MEMBER OF THE RESEARCH TEAM GAVE FEEDBACK
TIONS ON FLUENCY PRACTICE THAN MOST CLASSROOM TEACHERS WERE TO THESE LITERACY COACHES ON HOW TO USE THE RATING SCALE
IN THE FIRST YEARS OF THE ST CENTURY BUT THEY DID NOT FEEL FOLLOWING THE PROCESSES DESCRIBED BY :UTELL AND 2ASINSKI
AS IF THEY WERE EXPERTS IN PROVIDING FLUENCY INSTRUCTION AND "ECAUSE PASSAGES WERE AUDIOTAPED LITERACY COACHES COULD
PRACTICE AS THE STUDY BEGAN LISTEN TO STUDENTS READING SAMPLES MULTIPLE TIMES IF NECES
SARY TO DETERMINE A RATING 4OTAL SCORES ON THE -&3 RANGED
-EASURES FROM TO POINTS 3TUDENT SCORES WERE AVERAGED BY TAK
ING THE RATING OF EACH OF THE FOUR ITEMSVOLUME PHRASING
7E USED TWO SEPARATE PRETEST AND TWO SEPARATE POSTTEST SMOOTHNESS AND PACEAND DIVIDING THE SUM OF THE RATINGS
PASSAGES A TOTAL OF FOUR PASSAGES FROM THE THIRD
GRADE LEVEL BY 3TUDENT MEAN SCORES WERE USED IN THE ANALYSIS
$YNAMIC )NDICATORS OF "ASIC %ARLY ,ITERACY 3KILLS $)"%,3 #OMPREHENSION ORAL RETELLINGS 3TUDENT ORAL RETELLINGS OF
/RAL 2EADING &LUENCY /2& TEST0OTS AND 4HE &IELD 4RIP THE PASSAGES WERE USED AS THE MEASURE OF STUDENT COMPRE
PRETEST PASSAGES -Y 0ARENTS AND 0LANTING A 'ARDEN POST
HENSION /RAL RETELLINGS ARE USED AS A STANDARD PROCEDURE
TEST PASSAGES TO ASSESS STUDENTS FLUENCY AND COMPREHEN
IN MANY COMPREHENSION RESEARCH STUDIES AND IN A VARIETY
SION GROWTH OVER THE YEARLONG STUDY 'OOD +AMINSKI OF INFORMAL AND FORMAL PUBLISHED ASSESSMENTS 0ARIS
!T THE TIME OF THIS STUDY THE $)"%,3 /2& TEST WAS 3TAHL /UR APPROACH TO SCORING THE ORAL RETELLINGS
JUST BEGINNING TO BE USED AS A MEASURE OF STUDENTS READING WAS MODELED AFTER THE $EVELOPMENTAL 2EADING !SSESSMENT
FLUENCY IN THESE SCHOOLS (OWEVER IN YEARS SUBSEQUENT "EAVER 7E PRODUCED A TEMPLATE TEXT
BASE SCORING
TO THIS STUDY THE $)"%,3 /2& HAS BECOME A UBIQUITOUS PROTOCOL FOR EACH PASSAGE BY PARSING THE PASSAGES INTO IDEA
FEATURE OF FLUENCY ASSESSMENT IN MANY ELEMENTARY SCHOOLS UNITS NUMBER OF INDEPENDENT CLAUSES OR MEANING UNITS
ACROSS THE NATION 7E SELECTED THE /2& TEST AND PASSAGES .EXT MEMBERS OF THE RESEARCH TEAM RANKED ORDERED IDEA
FOR TWO REASONS &IRST THIS WAS A TEST THAT WAS BEING USED IN UNITS INTO TWO MAJOR CATEGORIES A SUPERORDINATE OR MAIN
THESE AND MANY OTHER ELEMENTARY SCHOOLS ACROSS THE NATION IDEA UNITS IN THE PASSAGE AND B SUBORDINATE OR DETAIL IDEA
TO ASSESS FLUENCY 3ECOND THE /2& TEST HAS BEEN DEMON
UNITS IN THE PASSAGE 4HEN WE PRINTED THE TEMPLATE TEXT
STRATED TO HAVE TECHNICAL ADEQUACY IN PREDICTIVE VALIDITY BASE ORAL RETELLING SCORING PROTOCOL LISTING THE IDEA UNITS IN
AND RELIABILITY FOR MEASURING STUDENTS FLUENCY 'OOD AN ORDER INDICATING THEIR RELATIVE IMPORTANCE MAIN IDEA OR
+AMINSKI 4HE SCHOOL
BASED LITERACY COACHES WERE TRAINED DETAIL WITH A BLANK BY EACH FOR PLACING A CHECK MARK
TO SCORE THE FOUR TEST PASSAGES USING THE STANDARDIZED !FTER STUDENTS FINISHED THE
MIN READINGS OF EACH PAS
APPROACH FOR ADMINISTRATION OF THE /2& TEST SAGE THE TEST ADMINISTRATOR ASKED THEM TO ORALLY RETELL WHAT
$ECODING ACCURACY ASSESSMENT 3LASHES WERE PLACED OVER THEY HAD READ #HILDREN WERE INSTRUCTED TO TELL hEVERYTHING
INCORRECTLY READ WORDS INCLUDING HESITATIONS AFTER S THE YOU CAN REMEMBER FROM READING THE PASSAGEv !S STUDENTS
TEST ADMINISTRATOR GAVE THE WORD TO THE STUDENT MISPRO
MADE MENTION OF MAIN
OR DETAIL
IDEA UNITS IN THEIR ORAL
NUNCIATIONS AND OMISSIONS IN THE THIRD
GRADE $)"%,3 RETELLINGS THE TEST ADMINISTRATOR MADE A CHECK MARK IN
PASSAGES )NSERTIONS AND SELF
CORRECTIONS WERE NOT SCORED THE BOX BY THE MAIN
OR DETAIL
IDEA UNIT DISPLAYED ON THE
3EPTEMBER/CTOBER ;6OL .O =
SCORING PROTOCOL 4HE TEST ADMINISTRATOR SUMMED THE TOTAL WITH AN OPEN RESPONSE AREA A 7HAT DIFFICULTIES ARE YOU
NUMBER OF MAIN AND DETAIL IDEA UNITS RECALLED AT THE BOT ENCOUNTERING WITH THE TWO FLUENCY PRACTICE TREATMENTS
TOM OF THE TEMPLATE 3TUDENTS RECEIVED AN EXTRA POINT FOR B 7HAT IS GOING WELL FOR YOU WITH THE FLUENCY PRACTICE
RETELLING THE INFORMATION IN THE PASSAGES IN THE CORRECT TREATMENTS AND C 7HAT EFFECTS IF ANY ARE YOU NOTICING
SEQUENCE ON YOUR STUDENTS WITH EACH FLUENCY PRACTICE TREATMENT 4HE
4O ESTABLISH RELIABILITY OF THE COMPREHENSION ORAL RETELL SECOND SECTION OF THE 42* REQUESTED A WRITTEN SUMMARY FOR
ING SCORING PROCESS TWO MEMBERS OF THE RESEARCH TEAM SHARING OVERALL IMPRESSIONS AND TEACHER CONCLUSIONS ABOUT
INDEPENDENTLY SCORED RANDOMLY SELECTED STUDENT AUDIO THE STUDY
TAPES OF THE ORAL RETELLINGS USING THE TEMPLATE TEXT BASE 3TUDENT INTERVIEW QUESTIONS !T THE OUTSET AND CONCLUSION
ORAL RETELLING PROTOCOL 4HE TOTAL ORAL RETELLING SCORES OF THE EXPERIMENT STUDENTS WERE ASKED TO ANSWER THE FOL
FOR EACH OF THE TWO RATERS WERE ANALYZED USING CORRELA LOWING QUESTIONS A (OW DO YOU THINK YOUR READING ALOUD
TION ANALYSIS YIELDING A 0EARSONS R CORRELATION COEFFICIENT SOUNDS B )F YOU DONT THINK YOUR READING ALOUD SOUNDS
4HE OBTAINED R WAS INDICATING A HIGH PERCENTAGE OF GOOD WHAT WILL YOU DO TO FIX IT AND C 7HAT DOES A GOOD
AGREEMENT WHICH WAS DETERMINED BY SQUARING THE READER SOUND LIKE TO YOU
OBTAINED
4O CORRECT FOR THE POTENTIAL LIMITING EFFECT OF THE NUMBER $ESIGN
OF WORDS READ CORRECTLY IN MIN ON EACH STUDENTS READING
COMPREHENSION ORAL RETELLING SCORES WE USED A PROPORTIONAL )N THIS RESEARCH STUDY WE USED A DOMINANT LESS DOMI
SCORE IN THE ANALYSIS 4HIS SCORE WAS DERIVED BY DIVIDING THE NANT MIXED MODEL DESIGN USING QUANTITATIVE AND QUALITA
NUMBER OF IDEA UNITS IN EACH STUDENTS ORAL RETELLING BY THE TIVE DATA COLLECTION 4ASHAKKORI 4EDDLIE )N THE
NUMBER OF WORDS READ CORRECTLY IN MIN ON THAT SAME PAS DOMINANT STRUCTURE OF THE MIXED MODEL DESIGN WE USED
SAGE &OR EXAMPLE IF A STUDENT RECALLED SIX IDEA UNITS IN HIS A PRETESTnPOSTTEST TRUE EXPERIMENTAL DESIGN #AMPBELL
OR HER ORAL RETELLING AND READ WCPM THE PROPORTIONAL 3TANLEY )N THE LESS DOMINANT STRUCTURE OF THE
SCORE WAS (OWEVER IF A STUDENT RECALLED IDEA UNITS MIXED MODEL DESIGN WE ANALYZED CLASSROOM OBSERVATIONS
IN WCPM THE PROPORTIONAL SCORE WAS THE SAME 7E DID 42*S AND DISCUSSIONS AND STUDENT INTERVIEW QUESTIONS TO
THIS SO THAT THE COMPREHENSION SCORES REFLECTED THE AMOUNT DESCRIBE TEACHING LEARNING AND CLASSROOM MANAGEMENT
OF RECALLED IDEA UNITS ATTENUATED BY THE PROPORTION OF THE PRACTICES IN EACH EXPERIMENTAL TREATMENT 7E ACKNOWL
NUMBER OF WORDS READ CORRECTLY EDGE ONE IMPORTANT LIMITATION OF THE RESEARCH DESIGN USED
#LASSROOM OBSERVATIONS OF TEACHERS AND STUDENTS 4HE IN THIS STUDY 4HERE WAS NO TRADITIONAL CONTROL GROUP THAT
SCHOOL BASED LITERACY COACH OBSERVED EACH TEACHERS FLU CONTINUED THE REGULAR READING INSTRUCTION TIME WITHOUT
ENCY INSTRUCTION WEEKLY FOR THE FULL LENGTH OF THE PRACTICE THE BENEFIT OF EITHER OF THE TWO READING FLUENCY PRACTICE
SESSION MIN USING A FIVE ITEM OBSERVATION RATING SCALE TREATMENTS 3C32 OR '2/2 ! TRUE CONTROL GROUP OF NO
2ESEARCH TEAM MEMBERS AND THE SCHOOL READING COACHES TREATMENT IS DIFFICULT TO IMPLEMENT WITHIN THE ECOLOGICALLY
RECORDED FIELD NOTES AND RATINGS USING OBSERVATION FORMS VALID CONTEXT OF A SCHOOL SETTING 4HE TEACHERS WHO PARTICI
CREATED FOR BOTH OF THE READING FLUENCY PRACTICE ROUTINES PATED IN THIS RESEARCH DID SO BELIEVING THEY WOULD BE DOING
/N TWO OCCASIONS A PANEL OF THREE OBSERVERS WENT INTO SOMETHING HELPFUL TO THEIR STUDENTS RATHER THAN DOING MORE
CLASSROOMS TO ASSESS THE INTERRATER RELIABILITY AMONG THE OF THE NORM 4HE NORM WAS NOT A SUFFICIENT ENTICEMENT FOR
OBSERVERS /N A MONTHLY BASIS THE RESEARCH TEAM ALONG TEACHERS TO PARTICIPATE 'IVEN THIS LIMITATION WE DECIDED
WITH THE SCHOOL DISTRICT LANGUAGE ARTS COORDINATOR OBSERVED TO ANALYZE THE RESULTS OF THE STUDY USING GAIN SCORES FROM
EACH TEACHER USING THE SAME OBSERVATION SCALE TO ASSURE PRETEST TO POSTTEST FOR THE TWO TREATMENT GROUPS TO DETER
FIDELITY TO THE EXPERIMENTAL TREATMENTS AND PROBLEM SOLVE MINE IF STUDENTS IN THE TWO TREATMENT GROUPS MADE PROGRESS
IMPLEMENTATION ISSUES WITH THE TEACHERS IN FLUENCY AND COMPREHENSION DURING THE YEAR
/BSERVATIONS REVEALED HIGH DEGREES OF FIDELITY IN THE TWO
TREATMENTS )N GENERAL PROBLEMS WERE OF A MINOR NATURE 2EGULAR 2EADING )NSTRUCTION
AND SOLVED BY SUPPLYING ON THE SPOT TRAINING OR ACCESS TO
ADDITIONAL REQUESTED PRACTICE MATERIALS WHEN NECESSARY ! 4HE READING INSTRUCTION IN ALL +n CLASSROOMS WAS A PRE
RANDOM SAMPLE OF FOUR MONTHLY RATINGS USING THE FIVE ITEM SCRIBED MIN TIME BLOCK EACH DAY WITH A CLEAR INSTRUC
OBSERVATION SCALES COMPLETED BY THE DISTRICT LANGUAGE ARTS TIONAL ROUTINE 3TUDENTS RECEIVED GUIDED READING INSTRUC
COORDINATOR AND A MEMBER OF THE RESEARCH TEAM REVEALED TION IN SMALL GROUPS FOR MIN PER DAY PER THE PROCEDURES
AGREEMENT ON THE FOUR RANDOMLY SAMPLED INDEPENDENT DESCRIBED IN THE BOOK 'UIDED 2EADING 'OOD &IRST 4EACHING FOR
RATINGS OF TREATMENT QUALITY AND FIDELITY !LL #HILDREN BY &OUNTAS AND 0INNELL #HILDREN ROTATED
4EACHER RESPONSE JOURNALS )NDIVIDUAL COPIES OF A TEACHER DAILY THROUGH LEARNING STATIONS EVERY MIN THAT FOCUSED
RESPONSE JOURNAL 42* WERE CREATED FOR EACH OF THE ON VOCABULARY COMPREHENSION STRATEGIES AND WORD WORK
THIRD GRADE TEACHERS 4HE FIRST SECTION OF THE 42* CONTAINED IN ADDITION TO THE MIN THEY SPENT WITH THEIR CLASSROOM
WEEKLY RESPONSE PAGES THAT REQUIRED ANSWERS TO THREE TEACHER IN SMALL GROUP GUIDED READING LESSONS $URING THE
WRITTEN QUESTIONS WITH SPACE FOR EACH RESPONSE ALONG REMAINING MIN OF THE DAY CHILDREN RECEIVED WHOLE GROUP
4HE *OURNAL OF %DUCATIONAL 2ESEARCH
WORD WORK INSTRUCTION FOR MIN BASED ON 0 - #UNNING )N THE SECTIONS THAT FOLLOW WE DESCRIBE THE NATURE OF THE
HAMS WORD BUILDING ACTIVITIES 4HE REMAINING TWO FLUENCY TREATMENTS AND EMPHASIZE HOW THE MODES OF
MIN OF READING INSTRUCTION EACH DAY FOCUSED ON WHOLE GROUP PRACTICE DIFFERED
VOCABULARY AND COMPREHENSION STRATEGY INSTRUCTION LESSONS
THAT WERE PRESCRIBED BY A DISTRICT CURRICULUM GUIDE 3CAFFOLDED 3ILENT 2EADING 4REATMENT
&LUENCY 0RACTICE 4REATMENTS 4HE TEACHERS WHO ROTATED THROUGH THE 3C32 FLUENCY
TREATMENT GROUPS HAD BEEN TRAINED IN USING &OUNTAS AND
3IMILARITIES 4HERE WERE THREE SIMILARITIES BETWEEN THE TWO 0INNELLS !n: TEXT GRADIENT OR LEVELING SCHEME
TREATMENTS 4EACHERS IN THE 3C32 AND '2/2 TREATMENTS FOR DETERMINING DIFFICULTY LEVELS OF READING TEXTS %ACH
PROVIDED EQUAL LENGTHS OF FLUENCY PRACTICE TIME AND EQUAL TEACHER HAD A LARGE AND WELL STOCKED CLASSROOM LIBRARY OF
LENGTHS OF CORE READING INSTRUCTION TIME FOR ALL FOUR CLASS BOOKS RESULTING FROM THEIR YEAR PARTICIPATION IN THE 2%!
ROOMS IN THE STUDY 4EACHERS IN ALL FOUR CLASSROOMS ALSO USED GRANT ,IBRARIES IN THESE CLASSROOMS WERE ARRANGED SO THAT
THE SAME INSTRUCTIONAL MATERIALS AND PROCEDURES !LSO ALL EVERY BOOK IN THE CLASSROOM LIBRARY WAS EITHER MARKED WITH
FOUR CLASSROOMS USED A TAKE HOME READING LIBRARY FROM WHICH COLORED TAPE OR PLACED INTO A COLORED PLASTIC BIN INDICATING
STUDENTS WERE EXPECTED TO TAKE HOME DAILY AN INDEPENDENT LEVEL OF DIFFICULTY &URTHERMORE TEACHERS HAD BEEN TRAINED
LEVEL BOOK FOR PERSONAL READING 4EACHERS TRACKED ALL STUDENTS TO PRESENT LESSONS TO STUDENTS EARLY IN THE YEAR AND THROUGH
WEEKLY TO ASSURE THEY WERE READING MIN PER DAY OUT OF OUT THE YEAR IN THE 3C32 TREATMENT ON HOW TO SELF SELECT
SCHOOL AS REPORTED BY THE STUDENTS PARENTS 3ECOND EVERY EASY INDEPENDENT LEVEL BOOKS FOR READING USING RESOURCES
DAY THE TEACHERS IN BOTH FLUENCY PRACTICE TREATMENTS BEGAN FOUND IN 9OUR #LASSROOM ,IBRARY .EW 7AYS TO 'IVE IT -ORE
THE ALLOCATED FLUENCY PRACTICE TIME BY MODELING FLUENT READ 4EACHING 0OWER 2EUTZEL &AWSON
ING OF A TEXT AND DISCUSSING WITH STUDENTS ALTHOUGH BRIEFLY 4HE DAILY 3C32 TREATMENT BEGAN WITH TEACHERS MODELING
ABOUT MIN VARIOUS CHARACTERISTICS OF FLUENT READING THE FLUENT READING OF A TEXT !FTERWARD THE TEACHERS CON
,AST THE TEACHER OR ANOTHER THIRD GRADE STUDENT PROVIDED DUCTED A BRIEF DISCUSSION WITH STUDENTS ABOUT WHAT MADE
FEEDBACK AND MONITORED STUDENTS IN BOTH TREATMENT GROUPS THEIR MODELED READING FLUENT )N GENERAL THESE DISCUSSIONS
DURING THEIR FLUENCY READING PRACTICE TIME FOCUSED ON THE FLUENCY ELEMENTS OF hREADING WHAT WAS ON
$IFFERENCES 4HE TWO TREATMENTS IN THIS STUDY WERE DIF THE PAGE v hSOUNDING LIKE SOMEONE TALKING v OR hREADING TOO
FERENTIATED BY SIX CONTRASTING CHARACTERISTICS A MODE OF FAST TOO SLOW OR JUST RIGHTv 7HEN THIS MIN MODELING AND
READING SILENT VS ORAL B NATURE OF READING WIDE VS DISCUSSION ENDED THE TEACHER REMINDED STUDENTS THAT THEY
REPEATED C FREQUENCY OF FEEDBACK AND MONITORING DAILY SHOULD SELECT AN INDEPENDENT LEVEL BOOK FROM AN APPROPRI
VS WEEKLY D SOCIAL NATURE OF READING ISOLATED VS COLLAB ATELY COLORED BIN OR SHELF IN THE CLASSROOM LIBRARY AND THAT
ORATIVE E TEACHER ASSIGNED TEXTS VERSUS STUDENT SELECTED THEY SHOULD ALSO SELECT FROM ONE OF THE GENRES SHOWN ON THE
TEXTS FROM LEVELED CLASSROOM LIBRARIES AND F LEVEL OF TEXT THEIR GENRE WHEEL TO READ SILENTLY 3TUDENTS WERE REQUIRED TO
DIFFICULTY GRADE VS INDEPENDENT LEVEL TEXTS READ ACROSS SIX DIFFERENT GENRE TYPES EACH WEEKS AS SHOWN
4HE 3C32 TREATMENT STUDENTS READ TEXTS SILENTLY WHERE IN &IGURE
AS THE '2/2 TREATMENT STUDENTS READ TEXTS ORALLY 4HE 7HEN STUDENTS FINISHED ONE BOOK FROM EACH GENRE REPRE
3C32 TREATMENT STUDENTS READ WIDELY FROM A VARIETY OF SENTED ON THE WHEEL THEY COLORED IN THAT SLICE OF THE WHEEL
TEXT GENRES USING A GENRE WHEEL EACH FOR WEEK PERIOD AND SELECTED ANOTHER BOOK FROM A DIFFERENT GENRE ON THE WHEEL
4HE '2/2 TREATMENT STUDENTS READ TEACHER ASSIGNED TEXTS 7HEN THE QUARTER ENDED EACH CHILD SHOULD HAVE COMPLETED
REPEATEDLY BETWEEN THREE AND FIVE TIMES )N THE 3C32 AND COLORED HALF OF THE SLICES ON THEIR GENRE WHEEL
TREATMENT THE TEACHER PROVIDED FEEDBACK AND MONITORED 5NLIKE IN FORMER CLASSROOM MANIFESTATIONS OF 332
STUDENTS AT LEAST WEEKLY )N THE '2/2 TREATMENT EITHER TEACHERS KEPT A LISTING OF STUDENT NAMES WITH WHOM THEY
A TEACHER OR A PEER PROVIDED FEEDBACK AND MONITORED STU HAD CONDUCTED BRIEF READING CONFERENCES $URING THESE
DENTS DAILY )N THE 3C32 TREATMENT STUDENTS READ TEXTS IN BRIEF READING CONFERENCES THE TEACHER ASKED STUDENTS TO
ISOLATION )N THE '2/2 TREATMENT STUDENTS READ EITHER READ PART OF THE BOOK ALOUD CONDUCTED A BRIEF DISCUSSION
CHORALLY WITH THE WHOLE CLASS OR WITH A SELF SELECTED BUDDY ABOUT THE READING AND ASKED THE CHILD TO SET GOALS FOR
OR PEER IN PAIRED READING 3TUDENTS IN THE 3C32 TREATMENT FINISHING THE BOOK WITHIN A REASONABLE TIME FRAME 4HESE
SELF SELECTED THEIR TEXTS 3TUDENTS IN THE '2/2 TREATMENT RANDOM MONITORING CONFERENCES TOOK ABOUT n MIN EACH
PRACTICED READING TEXTS THAT WERE SELECTED BY THE TEACHER SO THAT THE TEACHER WAS ABLE TO CONFERENCE WITH BETWEEN
,AST STUDENTS IN THE 3C32 TREATMENT PRACTICED FLUENCY AND STUDENTS EACH DAY
BY READING TEXTS AT THEIR INDEPENDENT READING LEVELS FROM
AMONG SEVERAL GENRES STORED IN LEVELED CONTAINERS IN THE '2/2 7ITH &EEDBACK 4REATMENT
CLASSROOM LIBRARIES 3TUDENTS IN THE '2/2 TREATMENT
PRACTICED FLUENCY WITH GRADE LEVEL TEXTS &IGURE HIGH 4HE TEACHERS WHO ALSO ROTATED THROUGH THE '2/2 TREAT
LIGHTS SIMILARITIES AND DIFFERENCES BETWEEN THE TWO FLUENCY MENT GROUPS HAD BEEN TRAINED IN USING A VARIETY OF METHODS
PRACTICE TREATMENTS FOR HELPING STUDENTS TO REPEATEDLY READ TEXTS ALOUD TO DEVELOP
3EPTEMBER/CTOBER ;6OL .O =
4REATMENT CHARACTERISTIC 'UIDED 2EPEATED /RAL 2EADING '2/2 3CAFFOLDED 3ILENT 2EADING 3C32
4IME ALLOCATED MIN DAILY -ONDAYn4HURSDAY MIN DAILY -ONDAYn4HURSDAY
0URPOSE 4O INCREASE STUDENTS mUENCY AND COMPREHENSION 4O INCREASE STUDENTS mUENCY AND COMPRE
HENSION
4HEORETICAL EMPHASIS 7ORD LEVEL AUTOMATICITY LEADS TO INCREASED COMPREHENSION %XPERIENCE WITH DIFFERING TEXT GENRES
STRUCTURES AND KNOWLEDGE DOMAINS LEADS
TO INCREASED COMPREHENSION
-ODE OF READING PRACTICE /RAL READING 3ILENT READING
&OCUS OF PRACTICE 2EPEATED READINGS OF SHORT TEXT SEGMENTS TO FACILITATE 7IDE READING OF BOOK LENGTH TEXTS ACROSS
AUTOMATIC WORD RECOGNITION DIFFERING GENRES TO INCREASE KNOWLEDGE
ACQUISITION AND EXPERIENCE WITH TEXT
ORGANIZATION
,EVEL OF TEXT DIFlCULTY 'ROUP GRADE LEVEL TEXT )NDIVIDUAL INDEPENDENT LEVEL TEXTS
PRACTICED
2OLE OF TEACHER DURING -ONITOR AND PROVIDE FEEDBACK TO STUDENTS -ONITOR AND PROVIDE FEEDBACK TO STUDENTS
PRACTICE
4EACHER INSTRUCTION %XPLAIN AND MODEL mUENT READING %XPLAIN AND MODEL mUENT READING
.ATURE OF TEACHER PEER 3TUDENT READS ALOUD AND INFORMATION CONVEYED ABOUT 3TUDENT READS ALOUD WITH BRIEF INTERACTIONS
FEEDBACK AND GUIDANCE ACCURACY RATE AND EXPRESSION BY TEACHER OR PEER WITH THE TEACHER AROUND mUENCY AND TEXT
UNDERSTANDING GOAL SETTING AND TIMELINE
FOR COMPLETION
&OCUS OF TEACHER PEER &LUENCY &LUENCY AND COMPREHENSION
FEEDBACK AND GUIDANCE
3OCIAL CONTEXT 0EER COLLABORATION IN LISTENING TO PRACTICING WITH AND ,IMITED INTERACTION WITH OTHER PEERS
PROVIDING FEEDBACK TO OTHER STUDENTS STUDENT PERFOR LARGELY INDIVIDUAL IN A SOLITARY SETTING
MANCES ONCE MONTHLY
#HARACTERISTICS OF READ 4EACHER CHOICE 3TUDENT CHOICE WITHIN STRUCTURE INDEPEN
ING MOTIVATION AND DENT LEVEL
ENGAGEMENT
&)'52% 4HEORETICAL AND PRACTICAL ANALYSIS OF THE TWO FLUENCY PRACTICE TREATMENTS 3HADED BOXES HIGHLIGHT CONTRASTS
FLUENCY 4HESE METHODS INCLUDED A VARIOUS TYPES OF CHORAL
READING FOR WHOLE
GROUP PRACTICE INCLUDING UNISON ANTIPHO
&ANTASY &OLKTALES NAL AND ECHOIC B PAIRED ASSISTED BUDDY OR DYAD READING
WITH A STUDENT
SELECTED PARTNER AND C READERS THEATER
RADIO READING AND RECITATION 4EACHERS SELECTED GRADE
LEVEL
0OETRY &ABLES
TEXTS THAT WERE REPEATEDLY READ ALOUD AT LEAST n DIFFERENT
TIMES
4HE DAILY '2/2 TREATMENT BEGAN WITH THE TEACHERS
!UTOBIOGRAPHY !DVENTURE MODELING THE FLUENT READING OF THE SELECTED GRADE
LEVEL
TEXT 4HEN THE TEACHERS CONDUCTED BRIEF DISCUSSIONS WITH
(ISTORICAL lCTION 3CIENCE lCTION STUDENTS ABOUT WHAT MADE THEIR MODELED READING FLUENT
4HESE DISCUSSIONS TYPICALLY FOCUSED ON THE FLUENCY ELEMENTS
OF hREADING WHAT WAS ON THE PAGE v hSOUNDING LIKE SOMEONE
TALKING v OR hREADING TOO FAST TOO SLOW OR JUST RIGHTv 7HEN
"IOGRAPHY (UMOR THIS
MIN MODELING AND DISCUSSION ENDED STUDENTS READ
THE GRADE
LEVEL TEACHER
SELECTED TEXT AS A WHOLE CLASS WITH
-YSTERY 3PORTS THE TEACHER USING SOME FORM OF CHORAL READING SUCH AS
UNISON ECHOIC OR ANTIPHONAL READINGS !FTER THE WHOLE
GROUP CHORAL READING PRACTICE CONCLUDED STUDENTS REREAD
&)'52% 2EADING GENRE WHEEL $ 2 2EUTZEL ALOUD THE ASSIGNED GRADE
LEVEL TEXT WITH ANOTHER STUDENT
0 # &AWSON WHOM THEY SELECTED AS A BUDDY FOR PAIRED READING BECAUSE
THIS APPROACH TO PAIRING STUDENTS HAS SHOWN POSITIVE RESULTS
4HE *OURNAL OF %DUCATIONAL 2ESEARCH
IN THE PAST -EISINGER 3CHWANENFLUGEL "RADLEY +UHN FOR GAIN SCORES BETWEEN THE 3C32 AND '2/2 TREATMENT
3TAHL GROUPS ON ACCURACY RATE EXPRESSION AND COMPREHENSION
/N OCCASION STUDENTS PRACTICED READING THE TEXT ALOUD ON TWO $)"%,3 /2& THIRD
GRADE PASSAGES 7E USED 3033
BY READING INTO A FLUENCY PHONE CONSTRUCTED OF WHITE
IN FOR 7INDOWS WITHIN THE GENERAL LINEAR MODEL ',-
POLYVINYL CHLORIDE 06# PIPE AND 06#
PIPE ELBOWS 4HE FOR THE ANALYSES 4HE PARTICIPANTS WERE ENTERED AS THE UNIT
BOTTOM PART OF THE 06# FLUENCY PHONE SWIVELED OUT FOR THE OF ANALYSIS BECAUSE NO 4REATMENT ¾ 4EACHER INTERACTION
READER TO READ INTO 4HE EARPIECE WAS PLACED ON THE EAR OF FOR ANY OF THE MEASURES OCCURRED WHEN TESTED IN A NESTED
THE LISTENER DURING PAIRED READING TO HEAR THE BUDDYS READ
!./6! AS POTENTIAL TEACHER EFFECTS WERE CONTROLLED BY
ING THROUGH THE FLUENCY PHONE /NE TIME PER MONTH THE DESIGN
TEACHER SELECTED A TEXT THAT WAS TO BE PRACTICED BY STUDENTS 1UALITATIVE OBSERVATIONAL DATA WERE ANALYZED TO ASSESS
FOR WEEK IN ANTICIPATION OF A PERFORMANCE USING READERS THE DEGREE TO WHICH THE TWO TREATMENTS WERE IMPLEMENTED
THEATER RADIO READING OR RECITATION FOR OTHER STUDENTS IN WITH FIDELITY IN THE FOUR CLASSROOMS #LASSROOM OBSERVATIONS
CLASSES WITHIN THE SCHOOL WERE ALSO PERIODICALLY VIDEOTAPED TO PROVIDE RESEARCHERS
WITH INTACT RECORDS OF ACTUAL PRACTICE SESSIONS AND THE
0ROCEDURE ACCOMPANYING DIALOGUE BETWEEN TEACHERS AND STUDENTS
7E USED THESE DATA ALONG WITH WRITTEN OBSERVATIONS TO CON
7E ASSESSED THE EFFECTIVENESS OF THE STRATIFIED RANDOM STRUCT THE CLASSROOM INSTRUCTIONAL AND PROCEDURAL DESCRIP
ASSIGNMENT PROCEDURES PRIOR TO THE ONSET OF THE STUDY WITH TIONS IN THIS REPORT 7E COLLECTED 42*S TO GAIN INSIGHTS
AN ANALYSIS OF VARIANCE !./6! #OMPARISON OF STU
INTO TEACHERS PERCEIVED STRUGGLES AND TRIUMPHS IN WORKING
DENTS PRETEST PASSAGE SCORES CONFIRMED NO SIGNIFICANT INITIAL WITH THE VARIED READING FLUENCY PRACTICE ROUTINES 3TUDENT
DIFFERENCES BETWEEN THE TWO RANDOMLY ASSIGNED FLUENCY ANSWERS TO PRE
AND POSTSTUDY STRUCTURED QUESTIONS PROVIDED
PRACTICE TREATMENT GROUPS A ACCURACY 0OTS PASSAGE & INSIGHT INTO STUDENTS PERCEPTIONS OF THE TWO READING PRAC
P ACCURACY &IELD 4RIP PASSAGE & TICE TREATMENTS
P B RATE 0OTS PASSAGE & P
RATE &IELD 4RIP PASSAGE & P C EXPRES
1UANTITATIVE 2ESULTS
SION 0OTS PASSAGE & P EXPRESSION &IELD
4RIP PASSAGE & P D COMPREHENSION 4ABLES AND DISPLAY PRETEST AND POSTTEST MEANS AND
0OTS PASSAGE & P ORAL RETELLING &IELD 4RIP STANDARD DEVIATIONS FOR THE THIRD
GRADE CLASSROOMS AND THE
PASSAGE & P TWO TREATMENTS ON ACCURACY RATE EXPRESSION AND COMPRE
HENSION SCORES FOR THE TWO PRETEST PASSAGES 0OTS AND 4HE
&IELD 4RIP AND THE TWO POSTTEST PASSAGES -Y 0ARENTS AND
$ATA 3OURCES AND !NALYSIS
0LANTING A 'ARDEN
7E ANALYZED DATA ACCORDING TO A SEQUENTIAL QUANTITA
%IGHT SEPARATE !./6! GAIN
SCORE ANALYSES WERE USED
TIVEnQUALITATIVE PROCESS 4ASHAKKORI 4EDDLIE 4HE TO DETERMINE WHETHER THE 3C32 OR '2/2 READING FLUENCY
DOMINANT QUANTITATIVE DATA WERE ANALYZED USING !./6! PRACTICE ROUTINES WERE EQUALLY EFFECTIVE IN TERMS OF DECREASING
4!",% $ESCRIPTIVE 3TATISTICS FOR &LUENCY AND #OMPREHENSION 0RETESTS BY #LASSROOM AND 4REATMENT
'2/2 CLASSROOMS 3C32 CLASSROOMS
#LASS #LASS 4REATMENT GROUP #LASS #LASS 4REATMENT GROUP
0RETEST - 3$ - 3$ - 3$ - 3$ - 3$ - 3$
!CCURACY
0OTS
4HE &IELD 4RIP
2EADING RATE
0OTS
4HE &IELD 4RIP
%XPRESSION
0OTS
4HE &IELD 4RIP
#OMPREHENSION
0OTS
4HE &IELD 4RIP
.OTE '2/2 GUIDED REPEATED ORAL READING 3C32 SCAFFOLDED SILENT READING
3EPTEMBER/CTOBER ;6OL .O =
4!",% $ESCRIPTIVE 3TATISTICS FOR &LUENCY AND #OMPREHENSION 0OSTTESTS BY #LASSROOM AND 4REATMENT
'2/2 CLASSROOMS 3C32 CLASSROOMS
#LASS #LASS 4REATMENT GROUP #LASS #LASS 4REATMENT GROUP
0OSTTESTS - 3$ - 3$ - 3$ - 3$ - 3$ - 3$
!CCURACY
-Y 0ARENTS
0LANTING A 'ARDEN
2EADING RATE
-Y 0ARENTS
0LANTING A 'ARDEN
%XPRESSION
-Y 0ARENTS
0LANTING A 'ARDEN
#OMPREHENSION
-Y 0ARENTS
0LANTING A 'ARDEN
.OTE '2/2 GUIDED REPEATED ORAL READING 3C32 SCAFFOLDED SILENT READING
STUDENTS ERRORS AND IMPROVING STUDENTS ACCURACY READING RATE PACE ON THE 0LANTING A 'ARDEN PASSAGE & P
EXPRESSION AND COMPREHENSION "OTH TREATMENTS RESULTED IN A AVERAGE INCREASE IN
MEAN EXPRESSION RATING SCORES FOR STUDENTS IN THE 3C32 AND
!CCURACY '2/2 GROUPS
4HERE WAS NO SIGNIFICANT DIFFERENCE BETWEEN THE 3C32 #OMPREHENSION /RAL 2ETELLING 3CORES
OR '2/2 TREATMENTS ON THE MEAN GAIN SCORES REDUCTION
OF ERRORS DURING MIN READING SAMPLES FOR THE -Y 0ARENTS 4HERE WAS NO SIGNIFICANT MEAN GAIN DIFFERENCE BETWEEN
PASSAGE & P OR THE 0LANTING A 'ARDEN THE 3C32 OR '2/2 TREATMENTS IN THE PROPORTION OF NUM
PASSAGE & P "OTH READING TREATMENT BER OF IDEA UNITS RECALLED PER WCPM ON THE -Y 0ARENTS
APPROACHES RESULTED IN A AVERAGE DECREASE IN THE MEAN PASSAGE & P OR THE 0LANTING A 'ARDEN
NUMBER OF ERRORS MADE BY STUDENTS IN THE 3C32 OR '2/2 PASSAGE & P "OTH READING FLUENCY PRAC
GROUPS OVER THE COURSE OF THE YEAR LONG STUDY TICE APPROACHES RESULTED IN A AVERAGE INCREASE IN THE
PROPORTION OF NUMBER OF IDEA UNITS RECALLED PER WCPM BY
STUDENTS IN THE 3C32 AND '2/2 GROUPS
2ATE
4HERE WAS NO SIGNIFICANT DIFFERENCE BETWEEN THE 3C32 1UALITATIVE 2ESULTS
OR '2/2 TREATMENTS ON THE MEAN GAIN SCORES FOR NUMBER
OF WCPM FOR THE -Y 0ARENTS PASSAGE & P 4REATMENT &IDELITY
OR THE 0LANTING A 'ARDEN PASSAGE & P /N THE BASIS OF CONSISTENT WEEKLY CLASSROOM OBSERVA
OVER THE COURSE OF THE YEAR LONG STUDY "OTH TREATMENTS TIONS THE RESEARCH TEAM JUDGED THE FIDELITY OF TREATMENT
RESULTED IN A AVERAGE INCREASE IN THE NUMBER OF WORDS IMPLEMENTATION TO BE GOOD WITH THE TEACHERS REGULARLY
READ CORRECTLY IN MIN OF READING BY STUDENTS IN THE 3C32 IMPLEMENTING THE SPECIFIED READING FLUENCY PRACTICE ROU
OR '2/2 GROUPS TINES AS PER THE TRAINING THEY RECEIVED
%XPRESSION 3TUDENT )NTERVIEWS
4HERE WAS A SIGNIFICANT MEAN GAIN DIFFERENCE BETWEEN !T THE OUTSET AND CONCLUSION OF THE STUDY THE THIRD
THE 3C32 OR '2/2 TREATMENTS FAVORING THE 3C32 GROUP GRADE STUDENTS WERE ASKED TO RESPOND TO THREE STRUCTURED
MEAN GAIN ON EXPRESSION AS MEASURED BY PHRASING VOLUME INTERVIEW QUESTIONS 7E PRESENT THESE QUESTIONS AND TYPICAL
SMOOTHNESS AND PACE ON THE -Y 0ARENTS PASSAGE & RESPONSES IN THE FALL AND SPRING OF THE SCHOOL YEAR
P 4HERE WAS NO SIGNIFICANT MEAN GAIN DIFFER
1UESTION (OW DO YOU THINK YOUR READING ALOUD SOUNDS
ENCE BETWEEN THE 3C32 OR '2/2 TREATMENTS ON EXPRES
NOW 2ESPONSES BY STUDENTS IN BOTH PRACTICE GROUPS IN
SION AS MEASURED BY PHRASING VOLUME SMOOTHNESS AND THE FALL RANGED FROM hNOT VERY GOODv TO hSOUNDS GREATv OR
4HE *OURNAL OF %DUCATIONAL 2ESEARCH
hSOUNDS EXCITING LIKE A GOOD STORYv 4HE MOST FREQUENTLY 3TUDENTS IN THE '2/2 GROUP IN THE SPRING INDICATED
OCCURRING RESPONSE WAS hOKAY v WITH FEWER STUDENTS INDI
THAT GOOD READERS A h!CT LIKE ITS HAPPENING TO THEM AS
CATING hGOODv )N THE SPRING RESPONSES BY STUDENTS IN THEY READ 3TOP AT PERIODSv B h-AKES THINGS EXCITING
BOTH PRACTICE GROUPS HAD SHIFTED FROM THE MOST FREQUENT (AS LOTS OF EXPRESSION 2EAD AT A GOOD SPEEDv C h3AY
RESPONSE OF hOKAYv TOWARD THE RESPONSE OF hGOODv 3TU
THE WORDS CLEARLY TALK SO EVERYONE CAN HEAR NOT BORING
DENTS IN THE 3C32 GROUP ADDED LITTLE OR NO EXPLANATION TO USES GOOD EXPRESSIONv D h2EADS GOOD BOOKSv E h.OT
THESE BRIEF CHARACTERIZATIONS OF THEIR READING ALOUD (OW
CHOPPY CAN READ HARD BOOKSv AND F h&IXES MISTAKESv
EVER THE STUDENTS IN THE '2/2 GROUP RESPONDED NOT ONLY
WITH THE TYPICAL hOKAYv OR hGOOD v BUT SEVERAL STUDENTS 4EACHER 2EFLECTION *OURNALS
VOLUNTARILY ADDED EXPLANATIONS FOR THESE RESPONSES SUCH
AS hBETTER THAN LAST TIMEv OR hBETTER THAN IT USED TO BEv )N ADDITION TO THE STUDENT RESPONSES TO THE PRE
AND POST
h3OMETIMES ) HAVE EXPRESSION SOMETIMES ) DONT AND STUDY STRUCTURED INTERVIEW QUESTIONS EACH WEEK TEACHERS
SOMETIMES ) GO TOO FASTv AND h) STOP AT PERIODS NOW AND WERE ASKED TO RESPOND IN WRITING TO THREE QUESTIONS
HAVE BETTER EXPRESSIONv 1UESTION 7HAT DIFFICULTIES ARE YOU ENCOUNTERING WITH THE TWO
1UESTION )F YOU DONT THINK YOUR READING ALOUD SOUNDS FLUENCY PRACTICE TREATMENTS !T FIRST THERE WAS CLEAR EVIDENCE
GOOD WHAT DO YOU DO TO FIX IT )N THE FALL ANSWERS TO THAT TEACHERS IN BOTH GROUPS WERE SOMEWHAT UNSURE OF THEM
THIS QUESTION FROM STUDENTS IN THE 3C32 GROUP INCLUDED SELVES 4HIS MAY HAVE BEEN BECAUSE OF CONDITIONS IN WHICH
RESPONSES SUCH AS hREAD ALOUDv OR hREAD MORE OFTEN v hPRAC
THEIR TEACHING WAS UNDER INTENSE OBSERVATION AND THEIR WRIT
TICE v hREAD LOUDER v AND hREAD IT AGAINv OR hOVER AND OVERv TEN LESSON PLANS WERE SCRUTINIZED !LSO FLUENCY PRACTICE WAS
!NSWERS TO THIS QUESTION FROM THE '2/2 GROUP IN THE FALL NOT A COMMON PART OF THEIR REGULAR READING INSTRUCTION UP TO
INCLUDED RESPONSES SUCH AS hSPEAK CLEARLY v hREAD THE WORDS THIS TIME !LL TEACHERS INDICATED A CONCERN ABOUT WHETHER
CORRECTLY v hREAD OVER UNTIL IT SOUNDS RIGHT v h) DONT KNOW v THEY WERE hDOING THE FLUENCY PRACTICE RIGHTv 4HEY MADE
hSOUND OUT THE WORD v hREAD SLOWER v hFIX MISTAKES v hPRAC
COMMENTS SUCH AS h) FELT A LITTLE UNSURE ABOUT HOW ) SHOULD
TICE v AND hREAD EASIER BOOKSv MONITOR THE STUDENTSv OR h) WAS WORRIED THAT ) WAS NOT DOING
)N THE SPRING STUDENTS IN BOTH GROUPS ADDED A NUMBER THE READING PRACTICE RIGHT MAYBE ) WAS LEAVING SOMETHING
OF ELABORATED RESPONSES TO THIS QUESTION 2EPONSES IN THE OUTv !S TIME PROGRESSED THE TEACHERS SEEMED TO RELAX AND
3C32 AND '2/2 GROUPS INCLUDED SUGGESTIONS SUCH AS A FEEL COMFORTABLE WITH THEIR FLUENCY PRACTICE SESSIONS AND THE
PRACTICE B READ MORE C USE EXPRESSION D GO BACK AND ONGOING PROCESS OF CLASSROOM OBSERVATIONS 4HEIR COMMENTS
START ALL OVER E IF YOU DONT KNOW A WORD ASK FOR HELP F INCLUDED h) FELT MORE RELAXED AND LESS STRESSEDv AND h3EEMS
READ SLOWERUNDERSTAND WORDS NOT JUST GO QUICKLY G USE TO BE GOING WELLFEELS VERY COMFORTABLEv
PUNCTUATION H MAKE THE SOUND OF EACH LETTER AND THEN ! CONSTANT COMPARATIVE ANALYSIS OF THE CLASSROOM OBSER
BLEND THEM TOGETHER TO GET THE WORD I MAKE IT EXCITING VATIONS INDICATED SIMILAR TRENDS 4EACHER IMPLEMENTATION
J TAKE A BIG BREATH AND READ TO THE COMMA OR END PUNC
OF THE FLUENCY PRACTICE ROUTINES BEGAN A LITTLE UNSURE BUT
TUATION K SLOW DOWN AND L USE MORE EXPRESSION WITHIN A MATTER OF TO WEEKS FROM THE ONSET OF THE STUDY
1UESTION 7HAT DOES A GOOD READER SOUND LIKE TO YOU THE TEACHERS WERE IMPLEMENTING THEIR ASSIGNED FORMS OF FLU
3TUDENTS IN THE 3C32 GROUP IN THE FALL INDICATED THAT GOOD ENCY PRACTICE WELL AND WITH LESS STRESS AND INCREASED CONFI
READERS SOUND LIKE A h4HEY KNOW WHAT THEY ARE SAYING DENCE 4HIS IS NOT TO SAY THAT IMPLEMENTATION AT THE INITIAL
9OU GET A PICTURE IN YOUR MINDv B h3OMEONE WHO CAN STAGES OF THE STUDY WAS POOR /N A FIVE
POINT OBSERVATION
READ FASTv C h3OMEONE WHO TALKS OUT LOUD WITH EXPRES
SCALE AT THE ND WEEK INITIAL TEACHER IMPLEMENTATION WAS
SIONv D h2EADS NOT TOO FAST AND NOT TOO SLOWJUST RIGHTv JUDGED AN AVERAGE OF (OWEVER BY THE END OF THE STUDY
E h&IXES MISTAKESv AND F h,OOK AT EACH WORD CAREFULLY TH WEEK THE TEACHERS WERE AVERAGING A OBSERVA
AND READ NICELYv 3TUDENTS IN THE '2/2 GROUP IN THE FALL TION RATING SHOWING THE IMPROVED CONFIDENCE AND SKILL
INDICATED THAT GOOD READERS SOUND LIKE THEY A h2EAD EVERY 1UESTION 7HAT IS GOING WELL FOR YOU WITH THE FLUENCY
WORD GOODv B h(AVE A BEAUTIFUL VOICEv C h'O BACK AND PRACTICE TREATMENTS 4HERE WAS AGAIN SOME EVIDENCE WITHIN
REREADv D h.OTICE THE PUNCTUATIONv E h2EAD SLOWER RESPONSES INITIALLY THAT TEACHERS IN BOTH GROUPS WERE
AND THINK ABOUT THE BOOKv AND F h2EAD LOUDER WITH UNSURE OF THEIR IMPLEMENTATION OF THE FLUENCY PRACTICE
EXPRESSION AND DONT MAKE MISTAKESv TREATMENTS (OWEVER THE PREPONDERANCE OF RESPONSES TO
)N THE SPRING STUDENTS IN THE 3C32 GROUP INDICATED THAT THIS PARTICULAR QUESTION SEEMED TO FOCUS ON THE STUDENTS
GOOD READERS A h'O BACK AND FIX MISTAKESv B h2EAD AND THEIR PARTICIPATION RATHER THAN ON TEACHERS AND THEIR
SMOOTH CLEARLY AND LOUD ENOUGH THAT OTHERS CAN HEARv COMFORT LEVELS &OR EXAMPLE COMMENTS WERE MADE SUCH AS
C h2EAD LOTS OF BOOKSv D h$ONT READ DULL PUT VOICE IN THE FOLLOWING h4HE STUDENTS WHO LOVE TO READ ARE ENJOY
REALLY UNDERSTAND AND NOT TOO FAST AND NOT TOO SLOWv E ING THIS TIMEv h-ORE STUDENTS ARE READING CHAPTER BOOKS
h2EAD WITH VOICE 7ATCHES BOLD WORDS WHEN SHE MESSES AND SEEM TO BE REALLY ENJOYING THEMv AND h+IDS ARE REALLY
UP SHE REREADS )F SHE DOESNT KNOW A WORD SHE GETS HELP ENJOYING IT AND GETTING MORE EXPRESSIVE IN THEIR ORAL READ
OR LOOKS IT UPv F h7ATCHES COMMAS AND EXCLAMATION INGv !S THE STUDY PROGRESSED RESPONSES TO THIS QUESTION
POINTSv AND G h'OES BACK AND FIXES MISTAKESv VARIED SIGNIFICANTLY &OR EXAMPLE h3OME STUDENTS WHO
3EPTEMBER/CTOBER ;6OL .O =
DID NOT ENJOY READING ARE NOW COMPLETING THEIR BOOKSv 'IVEN THAT THE FINDING BETWEEN THE TWO TREATMENT
h4HE LESSONS ARE GOING FASTER WITH MORE AND MORE STUDENT GROUPS WAS ESSENTIALLY EQUIVALENT WE ASK WHAT WAS THE
PARTICIPATIONv AND h4HE STUDENTS LOVED LISTENING TO THE OVERALL IMPACT OF THESE TWO READING FLUENCY PRACTICE TREAT
TEACHER MAKE MISTAKESv 4HIS WAS DONE WHILE MODELING MENTS ON THE FLUENCY GROWTH OF THE THIRD
GRADE STUDENTS
FLUENCY AND FIX
UP STRATEGIES !T THE END OF THE STUDY THE IN THIS STUDY !T THE BEGINNING OF THE THIRD
GRADE YEAR
READING COACH NOTED IN HER OBSERVATIONS h%VERY TEACHER THE AVERAGE READING RATE OF THE THIRD
GRADE GROUP OF
INCLUDING MYSELF LEARNED A LOT ABOUT PROVIDING THE CONDI
STUDENTS IN THIS STUDY WAS WCPM AS MEASURED BY THE
TIONS FOR GOOD READING PRACTICEv COMBINED AVERAGE WCPM SCORES ON THE TWO PRETEST PASSAG
1UESTION 7HAT EFFECTS IF ANY ARE YOU NOTICING ON YOUR ES !S MEASURED THE AVERAGE READING RATE FOR THIS COHORT
STUDENTS WITH EACH FLUENCY PRACTICE TREATMENT $URING THE GROUP OF THIRD GRADERS WAS BELOW THE TH
PERCENTILE PER
INITIAL STAGES OF THE STUDY TEACHERS COMPLAINED ABOUT STU
FORMANCE OF WCPM FOR END
OF
SECOND
GRADE STUDENTS
DENT PARTICIPATION IN READING SILENTLY /NE TEACHER WROTE NATIONALLY (ASBROUCK 4INDAL
h) NOTICE NOW THAT SOME STUDENTS JUST DO NOT READ DURING !T THE END OF THE THIRD
GRADE YEAR THE AVERAGE READ
THE MINUTES OF PRACTICEv !NOTHER WROTE h3TUDENTS ING RATE OF THE THIRD
GRADE STUDENTS IN THIS STUDY WAS
WHO REALLY WANT ME TO HEAR THEM PRACTICE ARE DEVELOPING WCPM AS MEASURED BY THE COMBINED AVERAGE WCPM
GOOD SKILLS ) NOTICE THAT SOME STUDENTS DO NOT LIKE TO BE SCORES ON THE TWO POSTTEST PASSAGES 4HUS THESE STUDENTS
HEARD OR PERFORMv (OWEVER AS TIME PROGRESSED THE TEACH
READING FLUENCY RATES IN AT
RISK SCHOOL SETTINGS AT END OF
ERS FELT THAT STUDENTS WERE GETTING INTO PRACTICE TIME /NE YEAR WAS APPROACHING NATIONAL TH
PERCENTILE NORMS
'2/2 TEACHER RECORDED h4HE STUDENTS IN THIS GROUP ARE THAT DEPENDING ON THE NORMS CONSULTED RANGE BETWEEN
AN INTERESTING GROUP )T IS EXCITING TO PAIR THEM UP WITH A n WCPM !LSO THE '2/2 AND 3C32 TREATMENTS
PARTNER THEY DID NOT EXPECT ) HAVE NOTICED THEM HELPING HAD BEGUN TO CLOSE THE GAP BETWEEN BEGINNING AND END
EACH OTHER COMMENTING ON EACH OTHER AND ENCOURAGING OF
YEAR NORMED TH
PERCENTILE AVERAGE READING RATES
EACH OTHERv /NE 3C32 TEACHER WROTE h4HEY LIKE TO READ ) FROM AN
POINT DEFICIT TO A
TO
POINT DEFICIT AGAIN
ENJOY HEARING THE STUDENTS TELL ME ABOUT THEIR READING 4HE DEPENDING ON THE NORMS CONSULTED (ASBROUCK 4INDAL
EXCITEMENT AND ENERGY IS CONTAGIOUS WHEN THEY READ A BOOK 4ORGESON (UDSON
THEY ENJOYv 4OWARD THE END OF THE STUDY ALL TEACHERS NOTED !CCORDING TO NATIONAL NORMS THE AVERAGE FLUENCY WCPM
SOME FATIGUE WITH BOTH READING FLUENCY PRACTICE TREATMENTS GAIN FROM END OF SECOND GRADE TO END OF THIRD GRADE IS
4HEY WROTE h4HEY ARE GETTING SICK OF JUST PRACTICING THEIR WCPM (ASBROUCK 4INDAL 4HE 3C32 AND '2/2
READING )M STARTING TO LOSE SOME OF THEMv AND h3OME ARE GROUPS EXCEEDED THE NATIONAL AVERAGE OF WCPM FLUENCY
BEGINNING TO COMPLAIN EVERY MORNINGv GAIN PER YEAR BY ATTAINING A WCPM PER YEAR AVERAGE FLU
ENCY GAIN 7E NOTE STUDENTS IN 2%! SCHOOLS WERE SELECTED
$ISCUSSION BECAUSE STUDENTS IN THESE SCHOOLS WERE CONSIDERED HIGH
POVERTY AND LOW PERFORMING 4HEREFORE PERFORMING AT THE
4HE PURPOSE OF THIS STUDY WAS TO ANSWER THE RESEARCH AVERAGE WOULD BE CONSIDERED AN EXCELLENT OUTCOME IN THESE
QUESTION )S SCAFFOLDED SILENT READING 3C32 AS EFFECTIVE AS SCHOOLS (OWEVER THE AVERAGE WCPM READING RATE GAIN IN
GUIDED REPEATED ORAL READING '2/2 WITH FEEDBACK IN PRO
THE 3C32 GROUP OVER THE YEAR SLIGHTLY EXCEEDED THE '2/2
MOTING THIRD
GRADE STUDENTS DEVELOPMENT OF READING FLUENCY GROUP AVERAGE WCPM READING RATE GAIN BUT ULTIMATELY RESULT
AS MEASURED BY A REDUCTION IN ERROR RATES B INCREASE IN ED IN NO SIGNIFICANT DIFFERENCE BETWEEN THE TWO GROUPS
WORDS READ CORRECTLY PER MINUTE C INCREASE IN EXPRESSION MEAN GAIN SCORES 4HUS RELATIVELY AND ABSOLUTELY SPEAKING
RATING SCORES AND D INCREASE IN READING COMPREHENSION THE TWO READING FLUENCY PRACTICE TREATMENTS IN THIS STUDY
AS MEASURED BY THE PROPORTION OF IDEA UNITS RECALLED FROM HELPED STUDENTS IN THESE AT
RISK SCHOOLS MAKE BETTER
THAN
READING DIVIDED BY THE NUMBER OF WORDS READ CORRECTLY PER NATIONAL
AVERAGE GAINS IN WCPM READING RATES AND ALSO
MINUTE 7E DISCUSS EACH OF THE MAJOR FINDINGS OF THIS STUDY HELPED TO CLOSE THE GAP BETWEEN THESE STUDENTS BEGINNING
AND END
OF
YEAR READING FLUENCY PERFORMANCE AS COMPARED
&LUENCY 0ERFORMANCE WITH TH
PERCENTILE NATIONAL FLUENCY NORMS
4HE RESULTS OF THE STUDY FOUND NO SIGNIFICANT DIFFERENCES #OMPREHENSION 0ERFORMANCE
BETWEEN THE 3C32 AND '2/2 TREATMENTS ON THIRD
GRADE
STUDENTS MEAN GAIN SCORES OF READING FLUENCY AS MEASURED 4HE RESULTS OF THIS STUDY REVEALED NO SIGNIFICANT DIF
BY ACCURACY OR RATE 4HERE WAS ONE SIGNIFICANT DIFFERENCE FERENCES BETWEEN THE 3C32 AND '2/2 READING FLUENCY
FOUND ON STUDENTS EXPRESSION RATING SCORES FAVORING THE PRACTICE TREATMENTS IN IMPROVING THIRD
GRADE STUDENTS
3C32 GROUP MEAN GAINS OVER THE '2/2 GROUP 4HUS READING COMPREHENSION "ECAUSE THE FINDING BETWEEN THE
THESE FINDINGS INDICATE THAT AN 3C32 APPROACH FOR FLUENCY TWO COMPARISON READING FLUENCY TREATMENT GROUPS WAS
PRACTICE PRODUCED RESULTS EQUIVALENT TO THOSE OF THE SCIEN
ESSENTIALLY EQUIVALENT AGAIN WE ASK WHAT WAS THE OVERALL
TIFICALLY VALIDATED '2/2 ON FLUENCY GROWTH RATES FOR THIS IMPACT OF THESE TWO READING FLUENCY PRACTICE TREATMENTS
PARTICULAR SAMPLE OF THIRD
GRADE STUDENTS ON THE COMPREHENSION PERFORMANCE OF THE STUDENTS IN
4HE *OURNAL OF %DUCATIONAL 2ESEARCH
THIS STUDY ! COMPARISON OF THE AVERAGE PROPORTION OF THE TO RESULT IN MEASURABLE DIFFERENCES IN READING FLUENCY AND
NUMBER OF IDEA UNITS RECALLED PER WCPM AT PRETEST COMPREHENSION OUTCOMES
TO THE AVERAGE PROPORTION OF THE NUMBER OF IDEA UNITS
RECALLED PER WCPM AT POSTTEST BY THESE STUDENTS ,IMITATIONS AND %DUCATIONAL )MPLICATIONS
REVEALED A AVERAGE INCREASE IN THE MEAN PROPORTION
OF THE NUMBER OF IDEA UNITS RECALLED PER WCPM REPRESENT
4HIS STUDY WAS LIMITED IN SEVERAL IMPORTANT WAYS &IRST
ING A SUBSTANTIAL INCREASE IN READING COMPREHENSION OVER THE STUDY WAS LIMITED TO A PARTICULAR SOCIOCULTURAL CON
THE YEAR FOR BOTH GROUPS TEXTTWO HIGH
POVERTY LOW
PERFORMING SCHOOLS IN THE
SOUTHWESTERN 5NITED 3TATES 4HUS THE RESULTS MAY NOT BE
GENERALIZABLE TO ALL STUDENTS ATTENDING MIDDLE
OR UPPER
4EACHER #OMMENTS AND 3TUDENT )NTERVIEWS
CLASS AND HIGH
PERFORMING SCHOOLS 3ECOND THE SAMPLE SIZE
)N GENERAL STUDENTS INDICATED BOTH READING FLUENCY WAS LIMITED TO THIRD
GRADE STUDENTS !LTHOUGH THIS MOD
PRACTICE TREATMENTS HELPED THEM TO BECOME BETTER READ
ERATE SAMPLE SIZE ALLOWED FOR CAREFUL CONTROL AND FIDELITY
ERS 4EACHERS FOUND SOME INITIAL PROBLEMS IN IMPLEMENT
RELATED TO INTERNAL VALIDITY THE SAMPLE SIZE ALSO LIMITED THE
ING THE READING FLUENCY PRACTICE TREATMENTS (OWEVER GENERALIZABILITY OF THE FINDINGS AND THE DEGREES OF FREEDOM
AS THE YEAR PROGRESSED STUDENTS AND TEACHERS SEEMED TO AVAILABLE FOR CONDUCTING HYPOTHESIS TESTING 4HIRD THE
ENJOY THE TIME FOR PRACTICE 4OWARD THE END OF THE YEAR ASSESSMENT OF THE DEPENDENT VARIABLES IE FLUENCY AND
STUDENTS EXPRESSED FATIGUE WITH READING FLUENCY PRACTICE COMPREHENSION WAS LIMITED TO READING $)"%,3 PASSAGES
BUT THIS MAY HAVE REFLECTED A GENERAL FATIGUE WITH SCHOOL
TWO PRE
AND TWO POSTASSESSMENT PASSAGES &OURTH THE
ING 0REVIOUS RESEARCHERS HAVE INDICATED THAT STUDENTS INABILITY TO IMPLEMENT A TRUE CONTROL GROUP OF NO TREATMENT
DO BECOME FATIGUED WITH SINGULAR FORMS OF READING FLU
LIMITS THE INTERPRETATION OF THE FINDINGS &IFTH WE COULD NOT
ENCY PRACTICE 'AMBRELL ,EE
$ANIELS -URRAY ACCOUNT FOR THE TOTAL TIME CHILDREN SPENT READING OUTSIDE
)N GENERAL THE TEACHERS FELT 3C32 AND '2/2 OF SCHOOL
WERE READILY IMPLEMENTED AND HAD THE INTENDED EFFECT OF 7E CANNOT BE CERTAIN THAT 3C32 AND '2/2 WOULD HAVE
IMPROVING STUDENTS READING FLUENCY AND COMPREHENSION BEEN SIGNIFICANTLY BETTER THAN A CONTROL GROUP IN WHICH
OVER THE YEAR !LSO STUDENTS SEEMED TO CONCUR WITH THESE THE REGULAR READING INSTRUCTIONAL ACTIVITIES WERE EXTENDED
OBSERVATIONS THAT 3C32 AND '2/2 WERE ENJOYABLE AND FOR AN EQUAL AMOUNT OF TIME FOR IMPROVING THIRD
GRADE
USEFUL AND THEY BOTH LEAD TO INCREASED CONFIDENCE IN THEIR STUDENTS READING FLUENCY AND COMPREHENSION (OWEVER IN
ABILITIES AS READERS DEFENSE OF THE DESIGN USED THE STUDY WAS NOT A STUDY OF THE
&ROM THE RESULTS OF THIS STUDY AND OTHERS IT APPEARS THAT EFFECTS OF NO READING FLUENCY PRACTICE BUT RATHER A STUDY OF
STUDENTS CONTINUE TO DEVELOP FLUENCY THROUGHOUT THIRD TWO PRACTICALLY AND THEORETICALLY DIFFERENT READING FLUENCY
GRADE 3CHWANENFLUGEL ET AL 4HE DIMINISHED ROLE PRACTICE TREATMENTS3C32 AND '2/2 &URTHERMORE THE
THAT AUTOMATICITY AND DECODING PLAY IN READING COMPRE
EFFECTIVENESS OF '2/2 IN IMPROVING STUDENTS READING
HENSION AS STUDENTS GET OLDER IS WELL ESTABLISHED 0ARIS ACHIEVEMENT IS WELL ESTABLISHED IN SCORES OF EXPERIMENTAL
#ARPENTER 0ARIS (AMILTON 0IKULSKI #HARD STUDIES AS REPORTED BY THE .20 .)#(($
3CHWANENFLUGEL ET AL (OWEVER BY THIRD &IRST FUTURE RESEARCHERS SHOULD USE OTHER COMPARISON
GRADE WORD READING TYPICALLY REQUIRES REDUCED COGNITIVE GROUPS AND IF POSSIBLE A CONTROL NO TREATMENT GROUP
RESOURCES ALLOWING STUDENTS TO FOCUS THEIR ATTENTION MORE AND LARGER NUMBERS OF STUDENTS TO INCREASE THE EXTERNAL
INTENTLY ON READING COMPREHENSION !S MEASURED IN THIS VALIDITY AND THE DEGREES OF FREEDOM FOR HYPOTHESIS TEST
STUDY THE MODE OF READING FLUENCY PRACTICE WHETHER ORAL ING 3ECOND FUTURE RESEARCHERS SHOULD EXAMINE THE USE OF
READING OR 3C32 PROVIDED NO DATA SHOWING NEGATIVE CON
3C32 AND '2/2 WITH A VARIETY OF LEVELS OF STUDENT ABILITY
SEQUENCES ON THE STUDENTS READING FLUENCY AND COMPREHEN
AND ACROSS A VARIETY OF SCHOOLS 4HIRD TIME SPENT READING
SION PERFORMANCE AT THE INDIVIDUAL AND CLASSROOM LEVELS BOTH IN AND OUT OF
"OTH REPEATED AND WIDE READING FLUENCY PRACTICE HELPED SCHOOL NEEDS TO BE CAREFULLY CONTROLLED OR ACCOUNTED FOR IN
STUDENTS IN THIS THIRD
GRADE COHORT IN TWO AT
RISK ELEMEN
FUTURE RESEARCH TO ASSURE THAT THE EFFECTS OF COMPARISONS ARE
TARY SCHOOLS TO INCREASE THEIR READING FLUENCY AND COM
ONLY ATTRIBUTABLE TO THE TREATMENTS &OURTH WE EVALUATED
PREHENSION 4HE USE OF DIFFERING LEVELS OF TEXT DIFFICULTY WHOLE APPROACHES FOR PRACTICING READING FLUENCY AND DID
DEPENDENT ON THE AMOUNT OF SCAFFOLDING SUPPORT AND NOT ENGAGE IN ANALYTIC MEASUREMENT OF EVERY CONTRASTING
MONITORING APPEARED TO PROVIDE EQUALLY EFFECTIVE FLU
ELEMENT WITHIN THESE PROGRAMS PACKAGES OR APPROACHES
ENCY AND COMPREHENSION OUTCOMES FOR THESE THIRD
GRADE TO FLUENCY PRACTICE )T IS POSSIBLE THAT ONLY A FEW OF THE
STUDENTS 3IMILARLY THE PRACTICE OF READING IN ISOLATION CONTRASTING AND SIMILAR FEATURES OF THE FLUENCY PRACTICE
VERSUS WITH OTHERS DID NOT APPEAR TO MAKE A DIFFERENCE TREATMENTS MAY HAVE ACCOUNTED FOR THE FINDING OF NO DIF
IN THE OUTCOME OF THESE STUDENTS READING FLUENCY AND FERENCES BETWEEN THE GAINS SCORES OF THE 3C32 AND '2/2
COMPREHENSION OUTCOMES NOR DID TEACHER VERSUS STUDENT TREATMENT GROUPS &UTURE RESEARCHERS MAY NEED TO TAKE A
SELECTION OF THE TEXTS TO BE PRACTICED 4HUS THE DIFFER
MORE ANALYTICAL APPROACH TO UNCOVER WHICH DIFFERENCES
ENCES OR CONTRASTS BETWEEN 3C32 AND '2/2 DID NOT SEEM BETWEEN FLUENCY PRACTICE TREATMENTS MAY WHEN COMBINED
3EPTEMBER/CTOBER ;6OL .O =
WITH OTHERS RESULT IN POSITIVE OR NEGATIVE OUTCOMES FOR 2%&%2%.#%3
FLUENCY PRACTICE ,AST THE STUDY WAS LIMITED TO 3C32 AND
'2/2 AS THE ONLY FLUENCY PRACTICE TREATMENTS EVALUATED !LLINGTON 2 , "IG BROTHER AND THE NATIONAL READING CURRICULUM
(OW IDEOLOGY TRUMPED EVIDENCE 0ORTSMOUTH .( (EINEMANN
WITH A SINGLE GRADE LEVEL OF STUDENTS ! LOGICAL STEP FOR "EAVER * $EVELOPMENTAL READING ASSESSMENT 5PPER 3ADDLE 2IVER
FUTURE RESEARCHERS WOULD INVOLVE THE SYSTEMATIC EVALUATION .* 0EARSON %DUCATION
OF VARIOUS CONFIGURATIONS OR CONTRASTS OF A VARIETY OF READING "RYAN ' &AWSON 0 # 2EUTZEL $ 2 3USTAINED SILENT READ
FLUENCY PRACTICE TREATMENTS WITH A VARIETY OF GRADE LEVELS ING %XPLORING THE VALUE OF LITERATURE DISCUSSION WITH THREE NON
ENGAGED
READERS 2EADING 2ESEARCH AND )NSTRUCTION n
)N SPITE OF THESE LIMITATIONS THIS STUDY EFFECTIVELY "URLEY * % 3HORT
TERM HIGH INTENSITY READING PRACTICE METHODS
ADDRESSED SEVERAL CONCERNS RELATED TO PAST FLUENCY RESEARCH FOR 5PWARD "OUND STUDENTS !N APPRAISAL .EGRO %DUCATIONAL 2EVIEW
)N THE .20 NOTED A NEED FOR MORE RESEARCH ON THE n
EFFECTS OF DIFFERING TYPES OF FLUENCY PRACTICE AND DIFFERING #AMPBELL $ 4 3TANLEY * # %XPERIMENTAL AND QUASI
EXPERI
MENTAL DESIGNS FOR RESEARCH "OSTON (OUGHTON -IFFLIN
AMOUNTS OF TIME ON FLUENCY OUTCOMES !LTHOUGH WE DID #LINE 2 + * +RETKE ' , !N EVALUATION OF LONG
TERM 332
NOT EXAMINE DIFFERING AMOUNTS OF TIME ALLOCATED TO FLUENCY IN THE JUNIOR HIGH SCHOOL *OURNAL OF 2EADING n
PRACTICE AS WAS RECOMMENDED BY THE .20 .)#(($ #OLES ' -ISREADING READING 4HE BAD SCIENCE THAT HURTS STUDENTS
WE DID ADDRESS THE SPECIFIC RECOMMENDATION OF THE 0ORTSMOUTH .( (EINEMANN
.20 THAT MORE RESEARCH ON 332 AND OTHER FLUENCY PRAC
#OLLINS # 3USTAINED SILENT READING PERIODS %FFECTS ON TEACHERS
BEHAVIORS AND STUDENTS ACHIEVEMENT %LEMENTARY 3CHOOL *OURNAL
TICE APPROACHES WAS NEEDED !FTER A CAREFUL EXAMINATION n
OF POTENTIAL PROBLEMS WITH THE PRACTICES AND CONDITIONS #UNNINGHAM * 7 4HE .ATIONAL 2EADING 0ANEL 2EPORT 2EADING
OF TRADITIONALLY IMPLEMENTED 332 WE ADDRESSED THESE BY 2ESEARCH 1UARTERLY n
DESIGNING AND TESTING AN ALTERNATIVE TREATMENT FOR READING #UNNINGHAM 0 - 3YSTEMATIC SEQUENTIAL PHONICS THEY USE &OR
BEGINNING READERS OF ALL AGES 'REENSBORO .# #ARSON
$ELLOSA
FLUENCY PRACTICE CALLED 3C32 !S SUCH 3C32 IS DIFFERENT $AVIS : 4 ! COMPARISON OF THE EFFECTIVENESS OF SUSTAINED SILENT
FROM THE TRADITIONALLY IMPLEMENTED INDEPENDENT 332 READING AND DIRECTED READING ACTIVITY ON STUDENTS READING ACHIEVEMENT
7ITH RESPECT TO THE EDUCATIONAL IMPLICATIONS OF THIS (IGH 3CHOOL *OURNAL n
STUDY THE .20 .)#(($ OBSERVED h4HERE IS %DMONDSON * 3HANNON 0 4HE WILL OF THE PEOPLE )N 2
, !LLINGTON %D "IG BROTHER AND THE NATIONAL READING CURRICULUM
A NEED FOR RIGOROUS EVALUATIONS OF THE EFFECTIVENESS OF (OW IDEOLOGY TRUMPED EVIDENCE PP n 0ORTSMOUTH .(
ENCOURAGING WIDE READING ON READING ACHIEVEMENT PAR
(EINEMANN
TICULARLY WITH POPULAR PROGRAMS SUCH AS 332 $%!2 AND %VANS ( - 4OWNER * # 3USTAINED SILENT READING $OES IT
INCREASE SKILLS 2EADING 4EACHER n
!2v .)#(($ P (IEBERT NOTED h3UCCESSFUL
&OUNTAS ) # 0INNELL ' 3 'UIDED READING 'OOD FIRST TEACHING
FLUENCY INTERVENTIONS NEED TO PROVIDE OPPORTUNITIES FOR FOR ALL CHILDREN 0ORTSMOUTH .( (EINEMANN
STUDENTS TO TRANSFER THEIR SKILLS TO SILENT READING 'IVING 'AMBRELL , " 'ETTING STARTED WITH SUSTAINED SILENT READING AND
STUDENTS A PURPOSE FOR READING A TEXT AND A DEFINITE TIME KEEPING IT GOING 2EADING 4EACHER n
PERIOD IN WHICH TO ACCOMPLISH IT PROVIDES SCAFFOLDING FOR 'OOD 2 ( +AMINSKI 2 ! $)"%,3 /RAL 2EADING &LUENCY
0ASSAGES FOR FIRST THROUGH THIRD GRADES 4ECHNICAL 2EPORT .O %UGENE
SILENT READINGv P 5NIVERSITY OF /REGON
)N THIS STUDY WE DEMONSTRATED THAT THIRD
GRADE STUDENTS (ASBROUCK * 4INDAL ' /RAL READING FLUENCY NORMS !
CAN BENEFIT FROM READING FLUENCY PRACTICE USING 3C32 AND VALUABLE ASSESSMENT TOOL FOR READING TEACHERS 2EADING 4EACHER
n
'2/2 AS MEASURED BY ASSESSMENTS OF STUDENT READING FLU
(IEBERT % ( "ECOMING FLUENT 2EPEATED READING WITH SCAFFOLDED
ENCY DECREASES IN NUMBERS OF ERRORS AND INCREASES IN WCPM TEXTS )N 3 * 3AMUELS ! % &ARSTRUP %DS 7HAT RESEARCH HAS TO
AND EXPRESSION RATING SCORES AND COMPREHENSION INCREAS
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