Reading Fluency:Reading Fluency:The Relationship between The Relationship between

Fluency and ComprehensionFluency and Comprehension

Beth HoeftBeth HoeftUniversity of Wisconsin–La CrosseUniversity of Wisconsin–La CrosseManitowoc Learning CommunityManitowoc Learning Community

Purpose of StudyPurpose of Study What effect will student selected vocabulary and student What effect will student selected vocabulary and student

generated story structure questioning have on students’ generated story structure questioning have on students’ opinions of their reading fluency rate, accuracy, and opinions of their reading fluency rate, accuracy, and comprehension?comprehension?

To what degree will student selected vocabulary words, To what degree will student selected vocabulary words, completion of daily word work activities, and student completion of daily word work activities, and student generated story structure questioning have on students’ generated story structure questioning have on students’ reading fluency rate, accuracy, and comprehension?reading fluency rate, accuracy, and comprehension?

What effect will student selected vocabulary and student What effect will student selected vocabulary and student generated story structure questioning have on students’ generated story structure questioning have on students’ preferred learning style during their reading preferred learning style during their reading

fluency instruction?fluency instruction?

Teachers should also incorporate the study of word parts and the meanings of words Teachers should also incorporate the study of word parts and the meanings of words (Bashir & (Bashir & Hook, 2009; Collins & Levy, 2008; Coyne et al., 2001; Fuchs et al., 2001;Homan, Klesius, & Hite, 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., 1993;Lagrou, Burns, Mizerek, & Mosack, 2006; NICHD, 2000; Pikulski & Chard, 2005; Roberts et al., 2008)2008)

Students chose their own vocabulary words based on two criteria: words they did not know 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.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 WordsDefining Vocabulary Words

Defining words: on the 3rd day of each week of the study, the students had to find the definition to their chosen vocabulary words and fill 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 After choosing their words, putting them into parts, and defining them; the students had to use their words in a sentence. This was in oral or written format depending on time. When use their words in a sentence. This was in oral or written format depending on time. When time allowed, the students taught one of their words to the class. time allowed, the students taught one of their words to the class.

SENTECES

Comprehension QuestionsComprehension Questions One way to teach inferential One way to teach inferential

comprehension skills is through the comprehension skills is through the question generation method. Question question generation method. Question generation had the most evidence for generation had the most evidence for effectiveness in scientific research effectiveness in scientific research (NICHD, (NICHD,

2000).2000).

The types of questions asked are story The types of questions asked are story structure questions such as: who, what, structure questions such as: who, what, where, when, why, and how where, when, why, and how

The students completed two The students completed two

questions/answers a dayquestions/answers a day

Assessment of Comprehension Assessment of Comprehension QuestionsQuestions

Students were assessed Students were assessed on how well they wrote on how well they wrote their questions and their questions and answers. answers.

Their questions had to Their questions had to cover the main parts of cover the main parts of the storythe story

Running RecordRunning Record Repeated readings are the intervention that Repeated readings are the intervention that

has the broadest research base in the area has the broadest research base in the area of reading fluencyof reading fluency ( Therrien, 2004; Therrien ( Therrien, 2004; Therrien

& Hughes, 2008)& Hughes, 2008) and are most effective with and are most effective with

those who struggle in readingthose who struggle in reading (Pikulski & (Pikulski &

Chard, 2005).Chard, 2005).

These types of readings are the most These types of readings are the most widely used fluency procedure in special widely used fluency procedure in special education classroomseducation classrooms (NICHD, 2000; (NICHD, 2000; O'Connor et al., 2007; Roberts et al., 2008).O'Connor et al., 2007; Roberts et al., 2008).

Students completed repeated readings for 4 Students completed repeated readings for 4 days and were given a 1 minute days and were given a 1 minute assessment on the 5assessment on the 5thth day. day.

RetellingRetelling To seek the relationship To seek the relationship

comprehension has with reading comprehension has with reading fluency, the students were asked to do fluency, the students were asked to do an oral retelling of the story. an oral retelling of the story.

Students were encouraged to use the Students were encouraged to use the

information from their questions and information from their questions and answers in their retelling.answers in their retelling.

Students were also encouraged to tell Students were also encouraged to tell the story in sequential format.the story in sequential format.

Exit SlipsExit Slips

To find out what student thoughts were on reading fluency instruction, To find out what student thoughts were on reading fluency instruction, they were given a pre and post survey during the study.they were given a pre and post survey during the study.

Students were also given an exit survey at the end of every week.Students were also given an exit survey at the end of every week.

ResultsResults The data revealed that when participants The data revealed that when participants

chose their own vocabulary words and chose their own vocabulary words and wrote their own story structure questions:wrote their own story structure questions:

(a) 5 out of 7 participants increased their (a) 5 out of 7 participants increased their rate,rate,

(b) 4 out of 7 participants increased their (b) 4 out of 7 participants increased their accuracy,accuracy,

(c) 6 out of 7 participants increased their (c) 6 out of 7 participants increased their comprehension question writing and comprehension question writing and answering,answering,

(d) and 4 out of 7 participants increased (d) and 4 out of 7 participants increased their comprehension retelling of the their comprehension retelling of the stories.stories.

I agree that more research needs to be done I agree that more research needs to be done on the matter of the relationship between on the matter of the relationship between reading fluency and comprehension.reading fluency and comprehension.

I did find that when students were able to I did find that when students were able to pick out their own vocabulary words, they pick out their own vocabulary words, they find words that have important meaning to find words that have important meaning to the story and were able to discover the the story and were able to discover the meaning of these words which in turn meaning of these words which in turn helped them understand what was going helped them understand what was going on in the story. on in the story.

When students were allowed to write their When students were allowed to write their own comprehension questions using story own comprehension questions using story structure questions, they were able to focus structure questions, they were able to focus on the important structure of the story.on the important structure of the story.

For students who have a learning For students who have a learning disability, beginning with concrete levels disability, beginning with concrete levels of understanding is a good place to start.of understanding is a good place to start.

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