The effects of fluency instruction on the literacy development of at -risk first graders

2000 2000

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Abstract (summary)

Phonological awareness and rapid serial naming are underlying processes associated with beginning reading. This first-grade study in a public school district was designed to compare the effectiveness of two supplemental instructional approaches for first graders at risk for reading failure: (a) training in phonological awareness alone and (b) training in phonological awareness and fluency.

The participants were 20 at-risk first-grade students who were receiving a Title I intervention program called STeps Into Reading. This program was based on research and centered on direct instruction in phonological awareness. For this study, the intervention program was extended from 20 minutes a day to 30 minutes. The experimental group (STIR/PA + F) received fluency instruction for the extra 10 minutes. The control group (STIR/PA + PA) received additional phonological awareness instruction for the extra 10 minutes.

The effects of the instruction were analyzed in two ways. First, a MANOVA was performed to determine if there was a significant difference between the STIR/PA + PA group and the STIR/PA + F group on spelling, decoding, word identification at 5 and 1 seconds and word reading fluency. There was not a significant difference found for either group on any of the dependent variables.

The second analysis examined the effect of instruction on the literacy levels of the students to determine if fluency instruction gave the most at-risk students a benefit in word identification as it did in a prior feasibility study. The results of the ANOVA and independent sample t tests did show a significant advantage for the most at-risk students who received fluency instruction on word identification at 1 second and word reading fluency. There was a near significant advantage for word identification at 5 seconds.

Findings support Wolf and Segal's work, indicating that a neglected part of intervention may be in the area of fluency instruction for children with naming speed deficits that hinder automatic word recognition. Results are consistent with recommendations from the National Research Council (Snow, Burns, & Griffin, 1998) for instruction designed to prevent reading failure.

Indexing (details)

Reading instruction;
Elementary education;
Preschool education
0535: Literacy
0535: Reading instruction
0524: Elementary education
0518: Preschool education
Identifier / keyword
Education; At risk; First graders; Fluency instruction; Literacy development; Naming speed; Phonological awareness
The effects of fluency instruction on the literacy development of at -risk first graders
Ebaugh, Jane Cover
Number of pages
Publication year
Degree date
School code
DAI-A 61/06, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
9780599809338, 0599809337
Uhry, Joanna K.
Fordham University
University location
United States -- New York
Source type
Dissertations & Theses
Document type
Dissertation/thesis number
ProQuest document ID
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
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