Repeated Readings in Poetry Versus Prose: Fluency and Enjoyment for Second-graders

This study examined the effectiveness of repeated readings in four second-grade classrooms in two urban elementary schools in Northwest Ohio. As determined by the Ohio Department of Education, 75% of the students in each building must score at or above the proficient level. For the 2008-2009 school year Building A, a school within one of Ohio’s urban settings, had a passage rate of 65.7% and Building-B, in the same district, had a lower passage rate of 58.1%. To evaluate the effectiveness of the 10-week repeated reading session of poetry and prose the following research questions were addressed: (a) What is the effect of repeated readings of poetry versus repeated reading of narrative passages on fluency (Words Correct Per Minute) over a 10-week intervention?(b) What is the effect of repeated readings of poetry versus repeated reading of narrative passages on fluency (prosody) over a 10-week intervention? (c)What is the effect of repeated readings of poetry versus repeated reading of narrative passages on reading comprehension over a 10-week intervention? (d)What is the effect of repeatedreading of poetry on students’ attitudes toward reading as compared to the repeated readings of narrative passages? Mixed methods design was selected for this study due to both quantitative and qualitative methods of data collection. The quantitative data represents the scores on the pre- and post-tests of Words Correct Per Minute, retelling rubric, Elementary Reading Attitude Survey, and prosody rubric. The qualitative data within the study consisted of student questionnaires, student interviews, and teacher journals following the 10-week repeated readings project. Within this study, statistical significance was demonstrated in the areas of improvement in Words Correct Per Minute, phrasing, and smoothness, making repeated readings a viable addition to reading instruction. Additionally, the results suggested that attitudes toward reading for poetry were more positive than attitudes toward reading of narrative passage.

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Curriculum and Instruction

Grantor dc:publisher

University of Toledo

Year dc:date

2012

Author dc:creator

• Pierce, Lori A., Mrs.

Contributors dc:contributor

• Kehus, Dr. Marcella

• Reading Instruction
• fluency
• repeated readings
• poetry

Statement dc:rights

• unrestricted
• This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.

Language dc:language

English

Repository record dc:identifier

http://rave.ohiolink.edu/etdc/view?acc_num=toledo1353027277

OAI identifier oai:identifier

oai:etd.ohiolink.edu:toledo1353027277