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Methods for Improving Reading Fluency among Struggling Readers in the Intermediate Grades

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  1. Introduction and Thesis Statement.
  2. Definition.
  3. Repeated Reading-Supporting Methods.
  4. Non Repetitive Reading Methods-Opposing Methods.
  5. Evaluation.
  6. Action Plan

The ultimate goal of reading is being able to comprehend. There are many components and stages to reading that need to be addressed before comprehension can occur, beginning with the concepts of print on up to phonemic awareness and word recognition. Many people believe that once a child is able to read words accurately they can move from the ?learning to read? stage to the ?reading to learn stage.? However, if a child is not a fluent reader this transition will prove difficult. It is crucial for non-fluent readers to participate in a form of repeated reading fluency instruction in order to become proficient readers.

[...] I feel as though it would be more effective in improving reading fluency among intermediate learning disabled students than using a form of non-repetitive reading. Some students in the intermediate grades may feel as though repeated reading is a form of punishment for not reading well, therefore it is important for the teacher to provide relevant purposes for conducting repeated readings. fluency instruction should include demonstration and discussions of the what, how, when, and why of the activity? (Worthy & Broaddus, 2001/2002, p. [...]

[...] Reading fluency was seen as a natural result of practicing reading orally, but no mention was made of methods for improving reading fluency. When the ?Reading First? initiative was announced, I began to think about the non-fluent readers I have worked with. Amazingly, many of the learning disabled students I have worked with have not read fluently, but have had average comprehension abilities. Until I began this paper, I did not see a huge problem with this since comprehension is the ultimate goal of reading. [...]

[...] The last step is independent repeated reading practice until the fluency goal is attained. Dowhower suggested (as cited in Richards) a goal of WPM [words per minute] and 98% accuracy with good expression.? The Oral Recitation Lesson is a form of repeated reading that is similar to Direct Instruction, but focuses more on teaching students to use prosodic cues in the text (Richards, 2000). When a student uses prosodic cues, they are able to read with correct pitch, stress, and tempo. [...]

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