The effects of varied practice on the oral reading fluency of fourth-grade students
| Autor: | Deborah K. Reed, Leah M. Zimmermann, Adam J. Reeger, Ariel M. Aloe |
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| Rok vydání: | 2019 |
| Předmět: |
Male
Percentile media_common.quotation_subject Time Education Developmental psychology Fluency Generalization (learning) Reading (process) Developmental and Educational Psychology Humans 0501 psychology and cognitive sciences Varied practice Child Students media_common Statistical learning 05 social sciences 050301 education Achievement Quantile regression Reading Female Comprehension Psychology 0503 education Word (group theory) 050104 developmental & child psychology |
| Zdroj: | Journal of School Psychology. 77:24-35 |
| ISSN: | 0022-4405 |
| DOI: | 10.1016/j.jsp.2019.10.003 |
| Popis: | To improve oral reading fluency rate and promote its generalization to unpracticed texts, this study investigated a Varied Practice approach that involved passages with a high proportion of overlapping words (M = 85% unique word overlap). Fourth graders were randomly assigned either to the Varied Practice treatment (n = 405), where they read three different passages one time each, or the Repeated Reading comparison (n = 422), in which they read the same passage three times each. Both groups read with a partner for about 20 min, 3–4 times per week, over an average 12 weeks (30 total sessions). Results indicated that students in Varied Practice demonstrated significantly better fluency outcomes than students in Repeated Reading, but both groups demonstrated growth near the 90th percentile. Results of a quantile regression revealed that low-to-middle achievers benefited from Varied Practice the most. Overall, the findings suggest fluency approaches rooted in statistical learning hold promise as an alternative to approaches focused on practicing words in redundant contexts. |
| Databáze: | OpenAIRE |
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