Improving the Reading Fluency of Students in the Primary Grades.Report as inadecuate

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This research described strategies used to improve the reading fluency of students. The targeted populations consisted of first, second, and third grade classes from middle class communities located in the Midwest. Evidence for the existence of this problem included teacher observation, parent surveys, and lack of progress shown on reading assessments. Analysis of probable cause data revealed that students demonstrated a lack of reading fluency related to absence of exposure to literacy, influence of media and technology, self-esteem, and economic strain limiting quality family time. Educators have found that this decrease of reading fluency has affected students' abilities in all curricular areas. A review of solution strategies revealed that a balanced approach is the most effective way for students to improve reading fluency. It is the responsibility of educators to identify the way each individual child learns. The strategies that have proven successful are the use of multiple intelligences, a balanced approach between phonics and whole language, increased family and community involvement, and more individual attention while reading, for each child. The results of this research showed an increase in the reading fluency of the students. Pre-intervention data compared to post-intervention data reflected a significant increase in ability and motivation to read. It is the opinion of the researchers that these intervention strategies continue to be utilized in the classroom to further the development of reading. (Contains 30 references and 15 figures of data. Appendixes contain the consent form, student, teacher, and parent survey instruments, and tally sheets.) (Author/RS)

Descriptors: Action Research, Instructional Effectiveness, Multiple Intelligences, Parent Participation, Phonics, Primary Education, Reading Fluency, Reading Improvement, Reading Instruction, Reading Motivation, Whole Language Approach

Author: Brander, Peggy; Magnelli, Giovanna; Oetjens, Tamara; Seagren, Bethany


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