Reading Fluency: The Relationship between Fluency and Comprehension Beth Hoeft University of Wisconsin–La Crosse Manitowoc Learning Community

Purpose of Study What effect will student selected vocabulary and student generated story structure questioning have on students’ opinions of their reading fluency rate, accuracy, and comprehension? What effect will student selected vocabulary and student generated story structure questioning have on students’ opinions of their reading fluency rate, accuracy, and comprehension? To what degree will student selected vocabulary words, completion of daily word work activities, and student generated story structure questioning have on students’ reading fluency rate, accuracy, and comprehension? To what degree will student selected vocabulary words, completion of daily word work activities, and student generated story structure questioning have on students’ reading fluency rate, accuracy, and comprehension? What effect will student selected vocabulary and student generated story structure questioning have on students’ preferred learning style during their reading What effect will student selected vocabulary and student generated story structure questioning have on students’ preferred learning style during their reading fluency instruction? fluency instruction?

Procedure This study was done with 7 students who have a learning disability in reading fluency. This study was done with 7 students who have a learning disability in reading fluency. It took place for 7 weeks. It took place for 7 weeks. The first day of each week the students were given a leveled reader and looked for 5 words they either did not know how to say or for words they knew how to say but did not know what they meant. The first day of each week the students were given a leveled reader and looked for 5 words they either did not know how to say or for words they knew how to say but did not know what they meant. On the second day, the students divided their vocabulary words into word parts to aid in pronunciation. They also wrote two story structure questions/answers. On the second day, the students divided their vocabulary words into word parts to aid in pronunciation. They also wrote two story structure questions/answers. On the third day, the students found the meaning and part of speech of each vocabulary word. They completed two more story structure comprehension questions. On the third day, the students found the meaning and part of speech of each vocabulary word. They completed two more story structure comprehension questions. On the fourth day, the students used their vocabulary words in sentences and wrote two more comprehension questions. On the fourth day, the students used their vocabulary words in sentences and wrote two more comprehension questions. On the fifth day, the students were assessed on their rate, accuracy, and retelling of the story. On the fifth day, the students were assessed on their rate, accuracy, and retelling of the story. Each night they were assigned to read their leveled reader book (repeated reading). Each night they were assigned to read their leveled reader book (repeated reading).

Teachers should also incorporate the study of word parts and the meanings of words (Bashir & Hook, 2009; Collins & Levy, 2008; Coyne et al., 2001; Fuchs et al., 2001;Homan, Klesius, & Hite, 1993;Lagrou, Burns, Mizerek, & Mosack, 2006; NICHD, 2000; Pikulski & Chard, 2005; Roberts et al., 2008). Teachers should also incorporate the study of word parts and the meanings of words (Bashir & Hook, 2009; Collins & Levy, 2008; Coyne et al., 2001; Fuchs et al., 2001;Homan, Klesius, & Hite, 1993;Lagrou, Burns, Mizerek, & Mosack, 2006; NICHD, 2000; Pikulski & Chard, 2005; Roberts et al., 2008). Students chose their own vocabulary words based on two criteria: words they did not know how to pronounce and words they could pronounce but did not know what they meant. Students chose their own vocabulary words based on two criteria: words they did not know how to pronounce and words they could pronounce but did not know what they meant. To help with pronunciation, the students divided their words into parts or syllables. To help with pronunciation, the students divided their words into parts or syllables. Vocabulary Words

Defining Vocabulary Words Defining words: on the 3rd day of each week of the study, the students found the definition to their chosen vocabulary words and filled out their packet. Their work was then assessed on how accurate their definitions were in accordance to how the word was used in the story.

After choosing their words, putting them into parts, and defining them; the students had to use their words in a sentence. This was done in oral or written format depending on time. When time allowed, the students taught one of their words to the class. SENTECESSENTECES

Comprehension Questions One way to teach inferential comprehension skills is through the question generation method. Question generation had the most evidence for effectiveness in scientific research. (NICHD, 2000). One way to teach inferential comprehension skills is through the question generation method. Question generation had the most evidence for effectiveness in scientific research. (NICHD, 2000). The types of questions students wrote were story structure questions such as: who, what, where, when, why, and how. The types of questions students wrote were story structure questions such as: who, what, where, when, why, and how. The students completed two The students completed two questions/answers a day. questions/answers a day.

Assessment of Comprehension Questions Students were assessed on how well they wrote their questions and answers. Students were assessed on how well they wrote their questions and answers. Their questions had to cover the main parts of the story. Their questions had to cover the main parts of the story.

Running Record Repeated readings are the intervention that has the broadest research base in the area of reading fluency ( Therrien, 2004; Therrien & Hughes, 2008) and are most effective with those who struggle in reading (Pikulski & Chard, 2005). Repeated readings are the intervention that has the broadest research base in the area of reading fluency ( Therrien, 2004; Therrien & Hughes, 2008) and are most effective with those who struggle in reading (Pikulski & Chard, 2005). These types of readings are the most widely used fluency procedure in special education classrooms (NICHD, 2000; O'Connor et al., 2007; Roberts et al., 2008). These types of readings are the most widely used fluency procedure in special education classrooms (NICHD, 2000; O'Connor et al., 2007; Roberts et al., 2008). Students completed repeated readings for 4 days and were given a 1 minute assessment on the 5 th day. Students completed repeated readings for 4 days and were given a 1 minute assessment on the 5 th day.

Retelling To assess comprehension in another form, the students were asked to do an oral retelling of the story. A retelling rubric was used to assess the comprehension parts of the study. To assess comprehension in another form, the students were asked to do an oral retelling of the story. A retelling rubric was used to assess the comprehension parts of the study. Students were encouraged to use the information from their own questions and answers they created throughout the week. Students were encouraged to use the information from their own questions and answers they created throughout the week. Students were also encouraged to tell the story in sequential format. Students were also encouraged to tell the story in sequential format.

Exit Slips Students were given an exit survey at the end of every week to see what they thought about their reading fluency performance in the areas of rate, accuracy, and comprehension. Most students were “right on” with the results of their assessment. Students were given an exit survey at the end of every week to see what they thought about their reading fluency performance in the areas of rate, accuracy, and comprehension. Most students were “right on” with the results of their assessment. To find out what the students thought about the two forms of reading fluency instruction, they were given a pre and post survey during the study. To find out what the students thought about the two forms of reading fluency instruction, they were given a pre and post survey during the study.

Results The data revealed that when participants chose their own vocabulary words and wrote their own story structure questions: 5 out of 7 participants increased their rate 5 out of 7 participants increased their rate 4 out of 7 participants increased their accuracy 4 out of 7 participants increased their accuracy 6 out of 7 participants increased their comprehension question writing and answering 6 out of 7 participants increased their comprehension question writing and answering 4 out of 7 participants increased their comprehension retelling of the stories 4 out of 7 participants increased their comprehension retelling of the stories All students preferred the method of choosing their own vocabulary words and writing their own questions over pre-chosen vocabulary and pre-written questions. All students preferred the method of choosing their own vocabulary words and writing their own questions over pre-chosen vocabulary and pre-written questions.

Results Continued: I found that when students were able to pick out their own vocabulary words, they found words that had important meaning to the story and they were able to discover the meaning of these words which in turn helped them understand what was going on in the story. I found that when students were able to pick out their own vocabulary words, they found words that had important meaning to the story and they were able to discover the meaning of these words which in turn helped them understand what was going on in the story. When students were allowed to write their own comprehension questions using story structure questions, they were able to focus on the important structure of the story. When students were allowed to write their own comprehension questions using story structure questions, they were able to focus on the important structure of the story. For students who have a learning disability, beginning with concrete levels of understanding is a good place to start. For students who have a learning disability, beginning with concrete levels of understanding is a good place to start. I agree that more research needs to be done on the matter of the relationship between reading fluency and comprehension. I agree that more research needs to be done on the matter of the relationship between reading fluency and comprehension.

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