by Reading Together Read 2 Impress Chase Young Kit Mohr and Tim Rasinski READING TOGETHER Directions for R2I Choose a text or texts if they are short Read a page or paragraph aloud together ID: 615938
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Slide1
Improving Elementary Students' Reading Fluency
by Reading Together
Read 2 Impress
Chase Young, Kit Mohr, and Tim RasinskiSlide2
READING TOGETHERSlide3
Directions for R2I
Choose a text (or texts if they are short)Read a page or paragraph aloud together Read slightly ahead of the student
Read with good expression that matches the meaning of the text
Have the student reread the page/paragraph aloud Continue with subsequent page/paragraphs for 20 minutes
NIMRRSlide4
Lightning
Maria
Mohr, Dixon, & Young (2012)
Young & Mohr, in pressSlide5
Young, Mohr, & Rasinski (2015)
Measure
Pretest Mean
Posttest Mean
t
p
- value
(2-tailed)
ES
a
Treatment (n = 29)
70.14
90.79
-5.84
< .01
1.08
Control (n = 23)
82.00
86.43
-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 effectSlide6
Young, Mohr, & Rasinski (2015)
Measure
Pretest Mean
Posttest Mean
t
p
– value
(2 tailed)
ES
a
Treatment (n = 29)
8.59
11.38
-7.78
< .01
1.44
Control (n = 23)
9.48
9.70
-.84
.41
.18
Paired Samples T-Test of the Multidimensional Fluency Scale (N = 52)Slide7
Young, Mohr, & Rasinski (2015)
Paired Samples T-Test of
iStation Overall Reading Score (N = 52)
Measure
Pretest Mean
Posttest Mean
t
p
- value
(2 Tailed)
ES
a
Treatment (n = 29)
1323.10
1361.48
-3.04
< .01
.56
Control (n = 23)
1097.87
1079.57
1.26
.22
.26Slide8
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 Slide9
Why do we think it works?Slide10
chase.young@tamucc.edu -
www.thebestclass.org
Thank you.Slide11
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.