Tier 2 intervention modeling to improve second grade oral reading fluency

Oral Reading Fluency

Final Action Research Paper

The Purpose of this action research is to determine to what extent Tier 2 intervention modeling oral reading strategies will increase oral reading fluency in 2nd grade students. Reading fluency by itself is not sufficient for an increase in oral reading fluency. Oral reading fluency strategies, such as vocabulary and language knowledge, also play a direct role in reading fluency (DIBELS Next 2005). Questions addressed in this study include those asking: (1) What is reading fluency? (2) What are the six critical elements to become a fluent reader? (3) What instructional techniques are used to become a fluent reader? And (4) What does learning theory say about modeling oral reading fluency? The research will take place in a second grade level with an enrollment of approximately 134 students.

Table of Contents

Problem/Purpose

Research

Theoretical Framework

Literature Review

Methodology

Findings

Discussion

Suggestions for Further Research & #8230;..20

IX. References 21

I. Problem

Before the turn of the century, educators have tried to understand what happens to children when they learn how to read. In our present society, learning to read is vital because our world has advanced technologically and we need critical thinkers who can actively participate in society (Cooper, 2000). Learning to read involves literacy that enables individuals to communicate in the real-world, and we learn to become literate largely by reading. Literally, hundreds of correlational studies have proven the best readers read the most and the poorest readers read the least (Reading Today, 2000). Children need exposure to lots of books and guided teaching to become strong readers. Therefore, teachers must create an environment in the classroom that allows instruction in reading to take place. A teacher's role is to encourage and expand reading that involves many kinds of books. Lessons should include the students to respond to their reading experiences, show how to use the processes of reading, and model reading strategies to construct meaning (Cooper, 2000).

Reading achievement in the United States is below the basic level in both elementary and high school. According to the National Assessment of Education, 44% of U.S. students are down from the basic levels of reading (Collins, 1997). Educators describe the problems in terms of oral reading fluency and research demonstrates a correlation between reading fluency and comprehension (Breznitz, 1987). According to Becoming A Nation of Readers, "Research suggest that no matter which strategies are used to introduce them to reading, the children who earn the nest scores on reading comprehension tests in the second grade are the ones who made the most progress in fast and accurate word identification in the first grade" (Anderson, Heibert, Scott & Wilkinson, 1985).

Children nationwide demonstrate struggling with the ability to read with fluency. Fluency is the process of automatically, accurately, and rapidly recognizing words (Perfetti, 1985). Oral Reading is an important skill because fluency facilitates comprehension. Sentences are complete thoughts. Children having to read every word in isolation will hinder their comprehension. When fluency occurs, children will enjoy reading by understanding the meaning of the stories. Teachers need to focus their attention instructing fluency because it is essential in obtaining the readiness of good comprehension skills. Young students might not know what fluent reading should sound like. Modeling expression, voice inflection, and fluency will allow students to increase in their performance of oral reading and comprehension.

Evaluating a student's performance requires an assessment of the skills being measured. Teachers need assessment data to determine the progress of student learning. Students are also able to view their growth of learning and become active participants in their literacy development. An effective assessment lets the school know you are doing a good job in following a student's accomplishments (Coper, 2000). Measuring reading fluency requires an assessment of testing WPM (Words Per Minute). Administering a pre and post test assessment can complete oral reading fluency progress. Selected passages are read by students and timed by the teacher to shoe fluency growth in WPM.

Assessments must go hand in hand with instruction (Cooper, 2000). The objective to teaching fluency in the classroom is to ultimately promote the readiness of good comprehension skills. Reading fluency must be taught for students to become effective readers.

The Purpose of this action research is to determine to what extent Tier 2 intervention modeling oral reading strategies will increase oral reading fluency in 2nd grade students. Reading fluency by itself is not sufficient for an increase in oral reading fluency. Oral reading fluency strategies, such as vocabulary and language knowledge, also play a direct role in reading fluency (DIBELS Next 2005).

II. Research Questions

Questions addressed in this study include the questions stated as follows:

(1) What is reading fluency?

(2) What are the six critical elements to become a fluent reader?

(3) What instructional techniques are used to become a fluent reader?

(4) What does learning theory say about modeling oral reading fluency?

III. Theoretical Framework

The theoretical framework upon which this study is formulated is that of Vygotsky's theory of scaffolding in student learning. Scaffolding instruction is a strategy for teaching that originates from the socioculture theory of Vygotsky and his concept of the zone of proximal development. The zone of proximal development is "the distance between what children can do by themselves and the next learning that they can be helped to achieve with competent assistance." (Van Der Stuyf, 2002, p.2) The process of scaffolding instruction involves a person that is more knowledgeable providing support to facilitate the learning of the student. According to Van Der Stuyf "the scaffolds facilitate a student's ability to build on prior knowledge and internalize new information. The activities provided in scaffolding instruction are just beyond the level of what the learner can do alone." (2002, p.3) Scaffolding instruction was defined by Vygotsky as "the role of teachers and others in supporting the learners' development and providing support structure to get to that next stage or level." (Van Der Stuyf, 2002, p.3) An important element in scaffolding instruction is that the support is temporary with the primary goal of the teacher being the student developing independence and learning to do the task without any support.

IV. Literature Review

What is reading fluency?

In the book Literacy, written by J. David Cooper, he writes "in the beginning stages of learning to read, a child must depend heavily on his or her decoding abilities to pronounce words." However, Cooper states "as the child has repeated practice in reading, he or she learns to recognize words automatically, accurately, and rapidly (learns more sight words) and becomes a more fluent reader." Researchers have found that good fluent decoders are usually good comprehenders. Therefore, fluency facilitates comprehension.

What are the six critical elements to become a fluent reader?

Students must develop six critical elements before they can become fluent readers. These elements are oral language, phonemic awareness, concepts of print, letter-sound associations, analogy, and learning a way to think about words (Cooper, 2000). Knowing these elements will help readers become more efficient, independent readers.

In the oral language development, the child understands the sounds of language (phonology); they learn how words are formed (morphology); they learn how the language conveys meaning (semantics); they develop word meanings and pronunciations (vocabulary); and they learn how language is used to achieve goals (pragmatics). These oral language elements are the basis for reading. This development allows the child to check his or her system for proper decoding and make meaning of a word.

Phonemic awareness is another important element for good reading skills. It is the knowledge that spoken words are made up of phonemes. This means that symbols or alphabet represents the sounds of the language. For example, the word "dog" has three phonemes, d-o-g.

In the concepts of print development, students must understand that books convey meaning through the written text. In this process they also need to know directionality; left-right and top-bottom. Students must also develop understanding of sentences, punctuation, and orientation of the book, such as the author. This is necessary to help children to develop the concept about print.

Letter-sound association is an element that explicitly teaches readers the basic element of phonics to guide them in the best ways to teach phonics.

Analogy is an element for recognizing similarities in word families or patterns. For example, the word night looks like fight. The word fight is a known word; therefore a student can make the analogy and decode the word night.

Finally, students need a strategy or a way to think about words when decoding unfamiliar words. The students can decode a word by recognizing an analogy or large sound chunk, such as ing or ed. They may also try to use letter-sound associations. This is a critical element in becoming a fluent decoder.

What instructional techniques are used for becoming a fluent reader?

Reading fluency has been identified as a reading goal by the 1985 national report, Becoming a Nation of Readers and is an important aspect of proficient reading (Anderson, Hiebert, Scott & Wilkinson, 1985). Solutions to incorporating fluency instruction in the classroom include repeated reading, auditory modeling, direct instruction, text segmenting, supported reading, and use of easy reading materials. Young readers may not always know what fluent reading should be like. Despite the awareness, oral reading fluency is a neglected aspect of the classroom (Allington, 1983). Therefore, according to Fluency for Everyone, written by Rasinski, "It seems clear that students need frequent opportunities to see and hear fluent reading. Since the most fluent reader in the classroom is the teacher, the teacher should be the primary model" (1989).

The method of auditory modeling can be used in several ways. Auditory modeling can dramatically improve fluency among readers (Dowhower, 1986). She says, "Auditory or oral modeling may be the most powerful of all techniques in encouraging prosodic reading." Prosodic reading can be described as reading with voice inflection and expression. Dowhower believes that modeling oral reading strategies can show the reader where to pause, change voice pitch and which words to stress. Short discussions to your students about oral reading strategies could heighten students' awareness about their own reading (Rasinski, 1989).

Purpose Statement

The Purpose of this action research is to determine to what extent Tier 2 intervention modeling oral reading strategies will increase oral reading fluency in 2nd grade students.

Setting

____Unified School District, located in ____County at the convergence of the Interstate ____This district educates approximately 8,800 enrolled in Transitional Kindergarten through twelfth grade in six elementary schools, two 6-8 middle schools, one traditional high school, one alternative high school, and a large adult Ed Program. My action research will take place at ____Elementary in the ____District where I am an educator.

Population

The research takes place at a California Distinguished School and in 2012 entered into Program Improvement for not meeting targeted AYP goals. In 2011-2012, approximately 701 students enrolled in Kindergarten through Fifth grade and 40% of all students receive Free and Reduced Price Meals. There is a 96% attendance rate for students with 26 classroom teachers, all females. The staff ratio for teacher per student is 29:1. The student enrollment by group and class size distribution makeup is as follows:

The research will take place in a second grade level with an enrollment of approximately 134 students. The larger student population makeup is as follows:

White- 50 students

Special Education- 20 students

African-American- 9 students

SED- 38 students

Hispanic- 44 students

English Language Learner- 18 students

Sample

The researcher's objective is to increase student achievement with all students; however the sample will be students who are receiving Tier 2 intervention. Therefore, a population of 12 at-risk students not meeting benchmark criteria in Orally Reading Fluency will consist of the sample size.

Purpose/Procedure

Meeting student's diverse needs is a challenge and the objective is to increase student achievement in all areas. However, reading fluency is an area of targeted emphasis for 12 students in second grade. These particular students appear to lack the oral reading fluency skills, which will interfere with their readiness of good comprehension. Measuring oral reading fluency will require a pre and post test assessment of WPM (Words Per Minute). I will use a DIBELS (Dynamic Indicators of Basic Early Literacy Skills) Next measurement for administering this assessment.

According to the DIBELS Next Assessment Manual, DIBELS Oral Reading Fluency (DORF) is a measure of advanced phonics and word attack skills, accurate and fluent reading of connected text, and reading comprehension. The DORF passages and procedures are based on the program of research and development of Curriculum-Based Measurement of reading by Stan Deno and colleagues at the University of Minnesota (Deno, 1989). There are two components to DORF: oral reading fluency and passage retell. For the oral reading fluency component, students are given an unfamiliar, grade-level passage of text and asked to read for 1 minute. Errors such as substitutions, omissions, and hesitations for more than 3 seconds are marked while listening to the student read aloud. For benchmark assessment, students are asked to read three different grade-level passages for 1 minute each. The score is the median number of words read correctly and the median number of errors across the three passages. Using the median score from three passages gives the best indicator of student performance over a range of different text and content. The oral reading fluency component can be used winter of first grade through spring of sixth grade. The passage retell component follows the reading of each passage, provided that the student has read at least 80 DIBELS®Oral Reading Fluency (DORF) 40 words correct per minute on a given passage. Passage retell is intended to provide a comprehension check for the DORF assessment, and provides an indication that the student is reading for meaning. With a prompted passage retell, the student is instructed to read for meaning. Speed-reading without attending to text comprehension is undesirable and will be readily apparent in the student's retelling.

The researcher's purpose is to monitor student progress in oral reading fluency. During the reading assessment, the student will be given three reading passages to read over a one-minute interval for each passage. The teacher will time the students reading the passages and make note of any errors in reading. All three passages will be calculated for student's Oral Reading Fluency (ORF) score of Words Read Correctly.

Strategy

The researcher will be modeling oral reading fluency strategies during Tier 2 intervention in an attempt to increase student achievement.

The steps are as follows:

1. The teacher reads the story to the students in class.

2. The teacher encourages student response to the story the reveals personal connection to the literature.

3. The teacher guides the students in a comprehensive analysis of the story using a story grammar framework. New Vocabulary is introduced.

4. The teacher guides the students in the practicing of the story to build fluency: Modeling expression, voice inflection, and fluency.

5. Students are given an opportunity to orally interpret a portion of the story for the rest of the class.

6. A formal pre and post test assessment are administered to show student progress.

Evaluation Criteria

A 20% increase in student achievement will be an efficient change of student progress in fluency.

Hypothesis

By modeling oral reading strategies, I anticipate a 20% increase in fluency from pre-to post test student assessment during a six-week time period.

Entry Date

Pre-Assessment

9/21/11 ORF

10/10

ORF

10/24

ORF

11/7

ORF

Post-Assessment

Net

1

11

18

27

19

+9

2

11

19

25

16

+5

3

12

12

14

19

+7

4

13

20

27

32

+19

5

7

23

14

12

+5

6

25

33

31

28

+3

7

30

37

44

52

+22

8

35

47

55

56

+21

9

32

28

47

51

+19

10

28

76

74

80

+52

11

31

33

42

43

+12

12

44

61

63

72

+28

VI. Findings

This study involved the researcher modeling oral reading fluency using strategies in a Tier 2 intervention in an attempt to bring about an increase in the achievement of students. The teacher in this study read the story to the students in the classroom and encouraged the students to respond to the story, which revealed a personal connection to the literature.

The teacher then set about guiding the students in conducting a comprehensive analysis of the story using a story grammar framework with new vocabulary being introduced. The teacher reads the story to the students in class. The students were then guided by the teacher in practicing the story in order to build fluency through modeling expression, voice inflection and fluency.

The students were then provided with an opportunity to orally interpret a portion of the story for the rest of the classroom. Both a formal pre- and post-test assessment were administered in order to measure the progress of the students.

The study reported involved 12 students who were assessed for Oral Reading Fluency on September 21, 2012, October 10, 2012, and October 24, 2012, and Post-Treatment on November 11, 2012.

The average score of students on September 21, 2012 in Oral Reading Fluency was 22.42. The average score of students on October 10, 2012, in Oral Reading Fluency was 33.92 and the average score of students on October 24, 2012 in Oral Reading Fluency was 38.58. Finally, the average score of students on Oral Reading Fluency tested on November 11, 2012, post-treatment was 40. This means that the students' Oral Reading Fluency rose an average of 17.8 points following the treatment in this study.

Some students were noted to make more progress in their Oral Reading Fluency during the course of this study. While one student gained only 3% in oral reading fluency another student gained 52% in oral reading fluency. Students with higher scores during the first assessment tended to make the most gains in oral reading fluency however, there were exceptions to this rule in the study. This study demonstrates that the oral reading fluency of students is supported through guided reading instruction and that guided reading instruction is successful in increasing the achievement of students in oral reading fluency.

VIII. Discussion

The purpose of this study was determining to what extent Tier 2 intervention modeling oral reading strategies will increase oral reading fluency in 2nd grade students. Oral reading fluency strategies have been acknowledged to play a direct role in reading fluency. THz study asked questions including what actually is reading fluency and what are the six critical elements required to become a fluent reader and what instructional techniques are used to become a fluent reader. This study also asked the question of what learning theory says about modeling oral reading fluency.

This study took place in a second grade level with an enrollment of approximately 134 students. The sampling in this study included 12 second grade students who were assessed pre -- and post-test as well as being assessed two times between the pre- and post-test assessments.

This work reviewed literature in order to determine what reading fluency is and learned that reading fluency involves recognizing words automatically, accurately and rapidly and involves decoding works. The six critical elements required to become a fluent reader were discovered to include oral language, phonemic awareness, concepts of print, letter-sound associations, analogy, and learning a way to think about words. Phonology involves understanding the sounds of language while morphology involves understanding how words are formed. Semantics means the understanding of how language conveys meaning and vocabulary involves the development of word meanings and pronunciations while learning how language is used to achieve goals is referred to as pragmatics. Analogy is an element for recognizing similarities in word families or patterns.

The literature in this study reveals that auditory modeling can be used in dramatically improving fluency among readers. Auditory or oral modeling is the most powerful of all techniques utilized in the encouragement of prosodic reading or reading with expression and voice inflection. Modeling oral reading strategies serve to demonstrate to readers where they need to pause or change their voice pitch while reading and which words they need to stress while reading aloud.

The work of Vygotsky emphasizes that language is not dependent upon sound but instead is dependent upon the functional use of signs. Vygotsky held that social interaction was critical in modeling appropriate solutions, helping in identifying solutions and in monitoring the progress of students. Vygotsky's theory of scaffolding holds that students when they are assisted by students with a greater level of knowledge and expertise are able to perform beyond their present capabilities in what Vygotsky referred to as scaffolding, which supports the student in their learning achievement.

The progress of students in this study clearly demonstrates that guided oral reading is effective in promoting the oral reading fluency of students and that modeling of oral reading results in students making gains in achievement in oral reading fluency.

IX. Recommendations for Future Research

A need exists for more extension evaluations of the effectiveness of oral guided reading instruction on the achievement of oral reading fluency on students. The present study shows a great deal of success in the use of this method for supporting the achievement of oral reading fluency in students and to support this method of reading instructions, the results of this study need to be replicated and generalized across various elementary school educational settings.