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CLoftis

HIED 595

-Statement of the Problem
The Impact of Reading Fluency as Related to Children at Risk
Fluency is the ability to read, speak or write effortlessly while maintaining syntax and style
(Stahl, 2003). Reading fluency has proven to be difficult for many children especially those from
minority groups, broken homes, and those who have otherwise been identified as at-risk learners.
The more risk factors children are faced with during the development of their early learning
years, the more likely they may encounter further difficulties. This study will examine whether
reading fluency is a determining factor in the success of at risk students in grades K 3.

-Research Questions

What is fluency?
What skills do fluent readers possess?
Does fluency affect comprehension?
If students are not reading fluently by the end of 3
rd
grade, will they continue to fall behind their
peers?

-Method
-Selection of Sample
In this research study, I will conduct a random sampling of students standardized test results
who have been identified as at-risk, and who have the taken STaaR assessment in both 3
rd
and 4
th

grade. I will ask for permission from campus principals and the district administrators before
conducting my research. Upon approval, I will randomly select students test results that were
labeled at-risk for reading failure. I will use the data from five elementary campuses within the
school district. My aim is to prove that students who do not develop oral reading skills by 3
rd

grade will continue to struggle and continue to fall behind their peers.

-Design
A correlation research design will be implemented in this study. The purpose of this study is to
determine if one variable is the direct result of another variable. I will analyze data from both 3
rd

and 4
th
grade test results.

-Data Analysis
At-risk students will be identified prior to the study using the 3
rd
grade TPRI results. STaaR
results for students in 3
rd
and 4
th
grade will also be measured. A comparison of the 3
rd
grade
STaaR results and the students 4
th
grade STaaR results will be compared to determine whether
a correlation between students fluency rates in 3
rd
grade is a factor in students failing the reading
STaaR in 4
th
grade.

CLoftis
HIED 595
-References
Carlisle, J. (2004). Meeting the Literacy Needs of Struggling Readers in the Early Elementary Years
Presentation for the Summer Institute . www.ciera.org/library/presos/2004/csi/jfcarl.pdf. Retrieved
January 25, 2013, from www.ciera.org/library/presos/2004/csi/jfcarl Years Presentation for the Summer
Institute www.ciera.org/library/presos/2004/csi/jfcarl.pdf


Gagen, M. (n.d.). Reading Fluency Explained: What Fluent Reading Is & How REading Fluency
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Fullard, J. Z. (2009, January 1). An Intermediate Extended Literacy Routine to Support Struggling Third
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Palmer, M. L. (2010). The relationship between reading fluency, writing fluency, and reading
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Reutzel, D. R., & Cooter, R. B. (2009). The essentials of teaching children to read: the teacher makes the
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Samuels, S. J., & Farstrup, A. E. (1992). What research has to say about reading instruction (2nd ed.).
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Schwanelnflugel, P.J., Meisinger, E. B., Wisenbaker, J. M., Kuhn, M. R.., Strauss, G. P., & Morris, R. D.
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Snow, C. E. (2011). Improving Reading Outcomes: Getting Beyond Third Grade. (Unpublished
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Stahl, S.A., & Heubach, K., (2005). Fluency-Oriented Reading Instruction. Journal of Literacy Research,
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