"By wisdom a house is built, and through understanding it is established; through knowledge its rooms are filled with rare and beautiful treasures." Proverbs 24:3-4 Reading fluency remains one of the areas of reading that often gets overlooked when addressing basic reading skills and comprehension for students who struggle in the area of reading. Studying fluency will allow those who teach reading to find strategies that are proven to be successful in the growth of reading.
The purpose of this research is introduce the concept of how fourth grade students with documented learning disabilities can achieve greater reading fluency with repetitive reading while comparing and contrasting three theories: Ehri’s Stages of Reading Development, Chall’s Stages of Reading Development, and Piaget’s Stages of Child Development with a focus on concrete operations.
“The 2005 Nation’s Report Card indicated that only 31% of fourth-grade students could read at a proficient level. Additionally, the majority of special education referrals are for reading problems” (Williams & Skinner, 2011, p. 87). “Recently, there has been an increased attention to reading fluency. The individual constituents of fluency and the relationships of fluency to comprehension have been of particular interest” (Klauda & Guthrie, 2008, p. 310). Findings in used to synthesize research on interventions found that building fluency required an explicit model which incorporated repeated and multiple readings of familiar texts. (Chard, Vaughn, & Tyler 2002).
The research on fluency has been both extensive and a labor of love by those who carry the passion of obtaining true automaticity and generalization in the realm of reading fluency and comprehension. The development of reading fluency has long been linked to successful reading since the earliest of research (Therrien, 2006). “The correlation between fluency and reading comprehension was clearly established by a large-scale analysis of data from the National Assessment of Educational Progress in Reading” (www.beyond-the-book.com)
Fluency is one of the key factors needed for the ultimate goal of, comprehension; however it is often a neglected area within classrooms across the United States (National Institute of Child Health and Human Development National Reading Panel, 2000). In reply to the National Reading Panel report, National Institute of Child Health and Human Development, No Child Left Behind, Reading First, Response to Intervention, and a host of state and local policies, educators are being told to center on “proven practices” in several areas, one being fluency. (Valencia, 2010) Research conducted with elementary students with learning disabilities found that repeated reading interventions exceeded a 25% goal increase in reading rates. (Christner, 2009) These facts prove that there is a definite need for fluency instruction, especially for students will diagnosed learning disabilities, but...