Date of Award
Action Research Paper
Superseded Degree Name
Master Of Arts In Special Education
Colleges & School
College Of Education And Leadership
Sister Gabrielle Kowalski, O.S.F.
Library of Congress Subject Heading
Direct instruction; Reading--Direct instruction approach; Reading--Ability testing
The purpose of this research study is to examine the relationship between the use of Direct Instruction curriculum and the participants reading fluency scores. The research question stated “Will the use of Direct Instruction increase the participants’ number of words read correctly and rate of increase scores?” The design of the study was quantitative in nature and focused on the pre and post intervention scores of the number of words read correctly during one minute timed reading passages called Curriculum Based Measures. The study also examined how many words per week, on average, each participant was increasing or decreasing. The researcher used a program called AIMSWeb, created by Pearson Publishing, as a data collection tool. Students participated in a six week intervention. Direct Instruction lessons were given three days a week for 25 minutes a lesson, for a total of 75 minutes a week. Participants were also given three Curriculum Based Measures a week as a way to check for progress. Upon completion of the intervention the data was analyzed and compared to national norms put out by the AIMSWeb program. The data suggested that the researcher’s two hypotheses were accepted and the intervention was a successful one. Further research should focus on older readers with fluency issues.
Fortmann, Peter J., "Direct instruction and its impact on middle school reading fluency scores" (2012). Master's Theses, Capstones, and Projects. 356.
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