1. Improving Elementary Students' Reading Fluency by Reading Together Read 2 Impress Chase Young, Kit Mohr, and Tim Rasinski

2. READING TOGETHER

3. Directions for R2I 1.Choose a text (or texts if they are short) 2.Read a page or paragraph aloud together 3.Read slightly ahead of the student 4.Read with good expression that matches the meaning of the text 5.Have the student reread the page/paragraph aloud 6.Continue with subsequent page/paragraphs for 20 minutes NIM RR

4. LightningMaria Mohr, Dixon, & Young (2012) Young & Mohr, in press

5. Young, Mohr, & Rasinski (2015) MeasurePretest MeanPosttest Meant p - value (2-tailed) ES a Treatment (n = 29) 70.1490.79-5.84<.01 1.08 Control (n = 23) 82.0086.43-1.60.12.33 Paired Samples T-Test of Oral Reading Fluency (Words Correct Per Minute) (N = 52) a ES, effective size as measured by Cohen ’ s d,.02 = small effect,.5 = medium effect,.8 = large effect

6. Young, Mohr, & Rasinski (2015) MeasurePretest MeanPosttest Meant p – value (2 tailed) ES a Treatment (n = 29) 8.5911.38-7.78<.01 1.44 Control (n = 23) 9.489.70-.84.41.18 Paired Samples T-Test of the Multidimensional Fluency Scale (N = 52)

7. Young, Mohr, & Rasinski (2015) Paired Samples T-Test of iStation Overall Reading Score (N = 52) MeasurePretest MeanPosttest Meant p - value (2 Tailed) ES a Treatment (n = 29) 1323.101361.48-3.04<.01.56 Control (n = 23) 1097.871079.571.26.22.26

8. Recent Study (in preparation) Experimental Group (n = 25) Comparison Group (n = 25) IRL Pre to Post+.71+.40 IRL Post to Follow Up-.08-.02 Spelling Pre to Post+.53+.14 Spelling Post to Follow Up+.14.00 Within Group Mean Difference Effect Sizes Effective size as measured by Cohen’s d,.02 = small effect,.5 = medium effect,.8 = large effect + Indicates increase - Indicates decrease

9. Why do we think it works?

10. chase.young@tamucc.educhase.young@tamucc.edu - www.thebestclass.org www.thebestclass.org Thank you.

11. References for R2I/Reading Together Young, C., Rasinski, T., & Mohr, K. A. J. (in press). Read Two Impress: An intervention for disfluent readers. Reading Teacher. Young, C., Mohr, K. A. J., Rasinski, T. (2015). Reading together: A successful reading fluency intervention. Literacy Research and Instruction, 54(1), 67-81. Young, C., & Mohr, K. A. J. (in press). Successful literacy interventions: An RtI case-study analysis. In S. Garrett (Ed.). CEDER Yearbook. Texas A&M University- Corpus Christi: Center for Educational Development, Evaluation, and Research. Rasinski, T., & Young, C. (2014). Assisted reading – A bridge from fluency to comprehension. New England Reading Association Journal. Mohr, K. A. J., Dixon, K., & Young, C. J. (2012) Effective and efficient: Maximizing literacy assessment and instruction. In Ortlieb, E. T., & Cheek, Jr., E. H. (Eds.). Literacy Research, Practice, and Evaluation: Vol. 1. Using informative assessments for effective literacy practices. Bingley, UK: Emerald Group.