Each week students set their own individual goals. These goals were centered around the components of fluency which are expression, punctuation, rate, and accuracy. The graph on the left shows the percentage of topics students set for themselves. Rate and expression were the two areas most prevalent in the students goals. This showed what areas students continued to need more support in. Students felt most confident in the area of accuracy. This demonstrated that the text was at their instructional level and not too difficult.
Fluency Scale Rubric
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Level 4 - Reading in large, meaningful groups
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Level 3 - Reads in three or four word phrases
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Level 2 - Reads in two word phrases
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Level 1 - Reads word by word
3 students reading at a level 1
2 students reading at a level 2
2 students reading at a level 2
2 students reading at a level 3
1 student reading at a level 4
Each student was given a passage at their instructional level to document words correct per minute and percent accuracy, which is the scores shown for the pre-test. They read that same passage for a mid point and post-test as well. The graph on the left shows the number of words correct per minute for the pre/mid/post test for each student. The graph on the right shows the percent accuracy from the pre/mid/post test. It is shown that all students grew from one test to another in the area of words correct per minute and accuracy.
Words Correct Per Minute
Accuracy
This student reached 100% reading accuracy
The charts above show the connection between the frequency that students read at home based on when their reading logs were signed and the amount of growth that they made. There were a total of forty four days that students were able to read at home, and that is shown as the percentage for frequency for each student.
Statistical Significance of Study
Words Correct Per Minute
A paired-samples t-test was conducted to determine the effect of at home literacy support with repeated readings on students overall reading fluency in the area of words correct per minute. There was a significant difference in the scores prior to implementing summarizing strategies (M=35.00, SD=10.51) and after implementing (M=63.60, SD= 12.69) the summarizing strategies; t(5)= 6.22, p = 0.001703. The observed effect size d is large, 2.78. This indicates that the magnitude of the difference between the average and μ0 is large. These results suggest that repeated readings with at home literacy support had a positive effect on overall reading fluency in the area of words correct per minute. Specifically, the results suggest that at home literacy support with repeated reading increases students reading fluency.
Percent Accuracy​
A paired-samples t-test was conducted to determine the effect of at home literacy support with repeated readings on students overall reading fluency in the area of percent accuracy. There was a significant difference in the scores prior to implementing summarizing strategies (M=83.80, SD=8.98) and after implementing (M=97.40, SD= 1.96) the summarizing strategies; t(5)= 3.71, p = 0.01035. The observed effect size d is large, 1.66. This indicates that the magnitude of the difference between the average and μ0 is large. These results suggest that repeated readings with at home literacy support had a positive effect on overall reading fluency in the area of percent accuracy. Specifically, the results suggest that at home literacy support with repeated reading increases students reading fluency.
Triangulation of Data
Pre/Mid/Post
Test
Student
Goal Setting
Running Records &
Observations
The data collection methods that were used demonstrated growth in the student’s ability to read fluently. The data collected from the pre and mid test was used to determine the components of fluency that needed to be focused on during the small group instruction. Running records and observations were used to monitor student progress throughout the study. By using running records each week, the students continued to read texts at their instructional level. Based on each individual students’ growth, attainable goals were set by the student and myself. This provided data to know where students needed additional support. Each data collection method showed the positive impact of student fluency through the home and school connection.