Campus

Cumming

Publication date

2019

Publisher

International Journal of Social Sciences and Educational Studies

Abstract

Abstract: This study tested two instructional methods meant to improve elementary students’ automaticity, phonemic awareness, oral fluency, and reading comprehension. Twelve 1st grade students received either repeated reading or rhyming poetry instruction. A matched group design was used, and then a single subject analysis was employed to determine if either of the methods was associated with improvements in students’ reading achievement, oral reading fluency, and attitudes towards reading. Findings indicated that students who experienced the rhyming poetry intervention tended to show greater improvements in reading comprehension and oral reading fluency, while those exposed to repeated reading showed mixed results. Students from both conditions showed similar improvements in attitude toward reading, though those in the rhyming poetry group showed slightly more improvement in the area. Overall results suggest that both methods may be beneficial to students’ reading but that rhyming poetry instruction may have greater potential for students at this level.

Keywords: Repeated Reading, Rhyming Poetry, Reading Fluency, Automaticity, Reading Comprehension, Phonemic Awareness

Author Biography

Elisavet Zavala is a public school teacher and graduate alumni of the University of North Georgia. Josh Cuevas is a professor and educational psychologist at the University of North Georgia.

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Effects of Repeated Reading and Rhyming Poetry on Reading Fluency

Abstract: This study tested two instructional methods meant to improve elementary students’ automaticity, phonemic awareness, oral fluency, and reading comprehension. Twelve 1st grade students received either repeated reading or rhyming poetry instruction. A matched group design was used, and then a single subject analysis was employed to determine if either of the methods was associated with improvements in students’ reading achievement, oral reading fluency, and attitudes towards reading. Findings indicated that students who experienced the rhyming poetry intervention tended to show greater improvements in reading comprehension and oral reading fluency, while those exposed to repeated reading showed mixed results. Students from both conditions showed similar improvements in attitude toward reading, though those in the rhyming poetry group showed slightly more improvement in the area. Overall results suggest that both methods may be beneficial to students’ reading but that rhyming poetry instruction may have greater potential for students at this level.

Keywords: Repeated Reading, Rhyming Poetry, Reading Fluency, Automaticity, Reading Comprehension, Phonemic Awareness