• The effects of repeated readings using MP3 players on 3rd Grade Students’ oral Reading Fluency Rates.

      Gordon, Heidi (29/10/2012)
      The need to develop more effective ways to motivate and engage students in reading is an ever growing concern in our society. According to the National Reading Panel (2002), however, classroom teachers are focusing on literacy skills but neglecting reading fluency in their instructional focus. There is a strong need, therefore, for more effective ways for students to build their reading fluency skills. The use of repeated readings and MP3 players as instructional tools in education may help students take a more active role in their own learning and, in turn, improve their academic achievement. The present study examined the effects of repeated readings using MP3 players on two, at risk 3rd grade students’ oral reading fluency rates. Findings indicated that the repeated readings and MP3 intervention had mixed effects on pupil performance. Student A showed immediate and noticeable improvements in oral reading fluency when the intervention was implemented, while Student B’s performance remained relatively unchanged throughout the investigation. Implications for future research and practice are discussed.
    • Improving reading comprehension for Saudi Students by using the Reading Aloud Strategy.

      Alshehri, Mohammed (2014)
      Reading is important to help students gain access to many different kinds of knowledge, information, and ideas. The reading aloud strategy can be used to reach effective outcomes and increase students’ reading comprehension. The purpose of this study is to provide support for the reading aloud strategy to improve reading comprehension. The study was conducted during the summer of 2014 in Saudi Arabia. The participants of this study were 41 male students in the 5th grade. The researcher explained the reading aloud strategy to the participants to increase their reading comprehension. Then the students employed the intended strategy during the reading lessons in order to increase their reading comprehension. This research study used the 5th grade textbook to determine if the use of the reading aloud strategy improved reading comprehension for students. This was measured by a comparison of pre and post intervention reading comprehension tests. In addition, a survey created and designed by the researcher for this study measured if students’ enjoyment of reading increased through the use of the read aloud strategy. Lastly, the researcher conducted observations and recorded field notes on students’ behavior during reading lessons. According to the results, the reading aloud strategy showed positive effects on the development and improvement of Saudi students’ comprehension. The participants were able to connect their own experiences and personal knowledge with the daily texts to share their opinions and demonstrate a high level of understanding.
    • Multi-faceted literacy strategy : can it improve oral reading fluency and comprehension for at-risk elementary students?

      Higgins, Kelly (19/11/2012)
      The purpose of this study was to investigate the effects of a multi-faceted literacy strategy on the oral reading fluency and reading comprehension skills of three, 6th grade students who were at-risk for reading failure. The development of early literacy skills is essential to student comprehension of text material and requires an ability to identify unknown words in context and read words accurately, fluently, and with expression (Therrien, 2004). Students who do not demonstrate proficient oral reading fluency and who need to work on advanced word skills, while reading more difficult text, will lose comprehension, give up, and fall farther behind their peers in all academic areas, making these students at-risk for academic failure (Bursuck & Damer, 2007). Over the course of eight weeks, study participants used repeated readings and story mapping activities to improve their oral reading fluency and reading comprehension skills. Findings indicated that all three pupils made noticeable improvements in their reading performance. Implications for research and practice are provided.