Group Tutoring and the Effects on Reading Fluency and Motivation to Read
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Transcript of Group Tutoring and the Effects on Reading Fluency and Motivation to Read
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Group Tutoring and the Effects on Reading
Fluency and Motivation to Read
Using Related Science Activities
Amy Kraft Ahern
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Frustration…
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No Motivation…
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Improving Reading Comprehension
Phonics
Phonemic Awareness
Vocabulary
Fluency
Reading Comprehension
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Problem
44% of fourth graders lack in
reading fluency
Reading motivation is low
Expository text
Adaniano & Turner, 2005Ritchey, Silverman, Montanaro, Speece, &
Schatschneider, 2012
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Fluency
Why is it important?◦“Oral reading fluency is one of the strongest predictors of students’ overall reading ability.”
Bengeny, 2011Therrien, 2004
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Repeated Reading
◦1979 study by S. Jay Samuel
◦Replicated in over 200 studies
How to Increase Fluency?
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Children need to interact
Improve self-esteem
Improve attitude toward school
Positive attitude toward subject matter
Group Peer Tutoring
Madrid, Canas, & Ortega-Medina, 2007
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“Reading is an effortful activity that often involves choice, motivation is crucial to reading engagement”
Motivation
Wigfield, Guthrie, Tonks, & Perencevich, 2004
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Concept-Oriented Reading Instruction◦Science concepts◦Hands on activities◦Choice◦Collaboration
CORI
Wigfield, et al, 2004
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Research QuestionsHow will peer mediated group
tutoring affect reading fluency?
How will repeated reading of nonfiction science passages affect reading fluency?
How will related hands on science activities affect reading motivation?
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22 fourth grade students◦Six students labeled gifted and talented◦One student with a speech language IEP◦One student receiving ESL services◦Eight receiving Tier 2 Reading Interventions
School◦K-4 elementary school◦School of 450 students
Participants
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School
Elementary School PopulationGender Asian/
Pacific Islander
Black/African
American
Hispanic Caucasian Multiracial
Male – 54%
6 43 62 103 24
Female – 46%
2 29 63 92 18
Total 2% 16% 28% 44% 10%
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PlanEight weeks7 groups with three to
four students of various abilities
Monday through Wednesday - Repeated Reading
Science passages with activities
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Thursday - activity day
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Friday - AimsWeb Fluency check and vote for following week’s topic
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11/22/2013 1/11/2014 3/2/2014 4/21/2014 6/10/201475.0
95.0
115.0
135.0
155.0
175.0
195.0
Linear Trend in WPM (Compared to AIMSWeb R-CBM National Norms)
90th %ile
75th %ile
50th %ile
25th %ile
10th %ile
Results…
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Tier II ESL TEC Class Avg.0.00
0.50
1.00
1.50
2.00
2.50
3.00
2.072.40
1.20
1.61
Average RoI for Special Populations
Student Group (Some students may be represented in more than one group).
RoI
(WP
M/W
eek)
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Average Increase Sept-Jan Average Increase Jan-April0.95
1
1.05
1.1
1.15
1.2
1.25
Growth in Reading Levels (Fountas & Pinnell)
Time Period
Avera
ge #
of
Levels
Incre
ase
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10 12 14 16 18 20 22 24 26
-15
-10
-5
0
5
10
15
Student Survey Score Change
Initial Student Survey Score
Change in S
tudent
Surv
ey S
core
r = -0.41
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Happy Reader!
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Begeny, J. C. (2011). Effects of the helping early literacy with
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