To compare conditions, a multi-element design (Kennedy, 2005) was used. Measures were taken on letter-sound fluency, word reading fluency, and oral reading fluency using the consonants and words assigned to each condition along with vowels and sight words across both conditions. Results suggest that one student established a functional relationship between conditions in letter-sound fluency favoring the accuracy plus fluency condition. No functional relationship was established for letter-sound fluency for the other students, and for word reading fluency and oral reading fluency for all students. A comparison of means for Phase 1 and Phase 2 maintained that when Phase 2 procedures emphasizing word blending were in place there were accompanying increases across all measures for all students except letter-sound fluency in the accuracy condition for one student. In addition, all students increased their fluency scores from pretest and posttest on AIMSweb Letter Sound Fluency and Nonsense Word Fluency subtests.... REFERENCES APPENDIX A: Letter Requesting Parent Consent APPENDIX B: Words for Construction of Word Reading Fluency Probes, Word Reading Fluency Drills, and Oral Reading Fluency Probes APPENDIX C: Sample Letter Soundanbsp;...
|Title||:||Effects of Adding Fluency Instruction to Accuracy Instruction on the Reading Achievement of Kindergarteners at Risk for Failure|
|Author||:||Jill Marie Slee|
|Publisher||:||ProQuest - 2008|