My research discussed several strategies to teach and reinforce reading fluency skills. The strategy my project will focus on is repeated readings. According to Oakley (2003), repeated readings are one of the best methods to use to teach and reinforce reading fluency skills. In repeated readings students read the same passage until they can read it fluently. During my project students will use the app iTalk to record themselves, at least twice a week, reading a grade level passage. After students read the passage they will listen to their recording, so they can hear how fluent they read. I have determined that I will need to be present in the classroom to assist students and observe students using iTalk during reading time to practice their reading fluency. My research also discussed using timed readings to assess student’s fluency levels. As stated by Rasinski (2004), “An easy method for determining reading rate, and thus automaticity. Involves having students orally read a grade-level passage for 60 seconds and then calculating the number of words read correctly (p.47).”
While collecting data for my research project my plan is to pre-assess student’s reading fluency levels using AIMSweb. Each student will read three passages for 60 seconds and the best of the three scores will be there base line score. Along with pre-assessment I will use observations of students using iTalk during reading time. Lastly, I will use AIMSweb to post-assess students to determine whether or not using iTalk during reading helped increase student’s reading fluency scores.
After reading resources posted by Dr. Lee and Dr. Jones on collecting data, I am wondering whether I should also interview the students. My thought is I could ask students whether or not they felt using iTalk helped them improve their reading fluency.
Oakley, G. (2003). Improving oral reading fluency (and comprehension) through the creation of talking books. Reading Online, 6(7), n7. Retrieved from http://www.readingonline.org/articles/Oakley/
Rasinski, T. (2004). Creating fluent readers. Educational Leadership, 61(6), 46-51. Retrieved from http://www.ascd.org/publications/educational-leadership/mar04/vol61/num06/Creating-Fluent-Readers.aspx