DRAFT RESEARCH PROPOSAL
GROUP 5
Background of the Study:
For those of us that are currently educators, we find that many
students progress through school with difficulty in the area of
fluency. If students are spending a significant amount of time
decoding words, then they are losing comprehension since their
focus is on working through the word instead of sounding out the
word. We find that this is especially hard for students with a
learning disability. In an effort to reduce this problem, it is
believed that increasing their fluency will lead to comprehension
and better academic performance in the long run. Therefore, our
reason for research stems from our observations, personal
experiences and through the scoring on FCAT assessments.
Students with disability are expected to perform as well as their
non-disabled peers on FCAT assessments annually. However,
they may be at a disadvantage. We want to see if we can
increase their reading fluency to help make them more
competitive with their peers.
Statement of the Problem:
The problem students are having is difficulty decoding words with
ease. We want to fix this problem by finding a way that students
can increase their fluency. Students with disability must perform
at the same level as their non-disabled peers on the FCAT and
we want to help close the gap that exists between the two
subgroups. (The sample selected may vary as we progress into
the Sampling Chapter and learn more information).
Significance of the Study:
The importance of this study stems from the absolute benefit it
will bring to students, teachers and administrators who are all
concerned with student achievement and academic progress. By
showing the link between fluency and daily after school reading,
we can build on existing research supporting students reading
aloud at home and the impact on academic achievement in the
school setting.
Research Purpose:
The purpose of this study is to examine the relationship between
reading aloud and increased reading fluency. Specifically, this
study aims to achieve two objectives: (a) to find out if reading
aloud affects reading fluency, and (b) to see if this impact differs
between disabled and non-disabled students.
Research Questions:
1. Can students with varying exceptionalities increase their
fluency by reading with a peer tutor, parent or reading coach
aloud five days a week?
2. How does the amount of time (0, 15, 20 minutes) spent
reading aloud 5 days per week impact fluency?
3. Can students with varying exceptionalities benefit in the same
way from reading aloud as their non-disabled peers? (The sample
selected may vary as we progress into the Sampling Chapter and
learn more information).
Statistical Hypothesis:
Will reading aloud for either 0, 15 or 20 minutes nightly, 5 days a
week significantly improve a student's fluency for students with a
specific learning disability, including autism to a measurable and
significant level?
This is a DIRECTIONAL HYPOTHESIS.
Variables:
1. Scores on similar/related, pre-selected FCAT
passages (quantitative).
2. Rate of words correct per minute over time (continuous)
3. Time increments will be 0, 15, and 20 minutes based on which
group the students are placed in (independent)
4. Specific Learning Disorder type or non-disabled
students (dependent)
5. Frequency of time each night varies (manipulated)
6. SLD (controlled)
Prediction: The more time that is spent reading, the fluency
rate will increase. We predict that there would be a significant
change in fluency rate from a student who reads 0 minutes to 20
minutes per night. We also might predict that a student who
reads 15 minutes nightly would be closer to the student who read
20 minutes nightly. Which raises the question of: is the gap so
close between reading 15 and 20 minutes, that students should
just read 15 minutes per night and we have more success that
they will do it.
Literature Gaps:
I found that there were several gaps in the literature surrounding
our research question. Even though fluency has long been hailed
as a necessary component to success in all academic areas, it
seems as though there are very few studies that are focused on
remediation in this area or activities in this area. Most reading
programs explore other areas of interest and seem to exclude the
best practices for increasing fluency. It would follow that reading
aloud impacts fluency. Fluency is not an internal process, but
one that involves reading out loud in an audible voice. While I
found articles on reading aloud, I could not find any where
reading aloud at home was linked to increased fluency. My main
question stems from – what is the benefit of reading aloud
nightly (as most educators ask their students to do) if there’s no
one there to fix their mistakes? Will they actually benefit or will
they be ingraining their reading mistakes further by not be
corrected and simply allowed to continue making the mistake.
The literature gap specifically related to this article and our
research proposal is that specific data has not yet been identified
or located to confirm that students with varying exceptionalities
such as Autism, or specific learning disabilities will be able to
sustain nightly readings or comprehend what they may be
reading nightly. Additional research evaluations could be
performed in these areas to determine the ability of these
students to consistently remain focused and read nightly at the
rates proposed in our research proposal. If the exceptionalities of
these sample populations prevents a successful completion of the
research it will be unclear if nightly readings can impact
classroom fluency assessments for students with varying
exceptionalities as identified.
The literature gap related to this article and our research
questions is that a changing criterion design was used in the
study that involved contingent rewards. The results show that
the student’s fluency improved overtime as long as the reward
was present. The question is whether or not the student the
student’s fluency problem had some behavioral relation. Our
research proposal questions if student with disability, including
those with Autism, are given the opportunity to read aloud with a
peer, parent, or tutor for various period of times will this improve
their fluency.
Building on Previous Research:
This research will document the impact of consistent nightly
reading. In our research, we will be measuring students reading
at varying amounts of time nightly and determining the impact
on fluency rate. By reviewing our research results in conjunction
with the cited research, hypothetical conclusions may be
formulated to predict the potential impact of sustained nightly
reading at timed intervals on the ability to read varying (higher
and lower) reading passages in a classroom setting. In other
words, as part of additional and separate research, we could see
if there is a correlation between our sample students who read
20 minutes per night being able to more quickly reach and
sustain the higher level reading passage that is tested in the
classroom in the cited article.
Also related, research has been done in order to find an
instructional techniques that will improve teaching beginning
reading. Studies have shown that fluency is a direct connection
between decoding words and comprehension. Repeated reading
is a strategy to increase fluency and strengthen areas of
decoding and comprehension.
References Submitted by A. Prince
Kubina, R., Amato, J., Schwilk, C. L., & Therrien, W. J. (2008). Comparing
Performance Standards on the Retention of Words Read Correctly per
Minute. Journal of Behavioral Education, 17(4), 328-338. Retrieved from
EBSCO host.
References Submitted by D. Dillenseger:
Bruns D, Pierce C. Let's Read Together: Tools for Early Literacy
Development for All Young Children. Young Exceptional Children [serial
online]. January 1, 2007;10(2):2-10. Available from: ERIC, Ipswich, MA.
Accessed September 14, 2011.
Marr, M., Algozzine, B., Nicholson, K., & Dugan, K. (2011). Building Oral
Reading Fluency with Peer Coaching. Remedial and Special Education,
32(3), 256-264. Retrieved from EBSCOhost.
References Submitted by C. Smith:
Fienup, D. M., & Doepke, K. (2008). Evaluation of a Changing Criterion
Intervention to Increase Fluent Responding with an Elementary Age
Student with Autism. International Journal of Behavioral Consultation and
Therapy, 4(3), 297-303. Retrieved from EBSCOhost.
References Submitted by G. Mahon: