RED 7745

Literature Matrix Part 2

APA Citation Major Findings Recommendations How is this area of Other

(Synthesis of article) pertinent to reading coach reading assessed? notes/Comments/Questions
support (Analysis) What do we learn from
the assessments?
Reutzel, D.R., Jones, Article is easy to digest. In order for ScSR to work ScSR compared to Participants: year long study
C.D., Fawson, P.C. & Would recommend for teachers have to assist GROR 4 third grade teachers
Smith, J.A. (2008). teachers. students in the right book N=72 students
Scaffolded silent Discusses how Scaffold choices. ScSR is less hands Pretest passage and
reading: A Silent reading (ScSR) on with feedback while posttest passage was Weaknesses for ScSR:
complement to guided provides an alternative student is reading so used for accuracy, rate, 1. No teacher guidance
repeated oral reading to teachers on teaching involvement in the expression, and oral about how students can
that works! The Reading assessing fluency. beginning of book selections retelling. select appropriately
Teacher, 62(3), 194-207. Looks at reading rate is essential (Table 1). challenging texts to
and comprehension. Students are allowed to No significant difference read
select books to help increase between two 2. Poor control of the
motivation. assessments. time allocated for
Cognitive Knowledge I also like how the teacher in reading practice
and skills this article have a wide Allow teachers to use 3. Little or no teacher
reading genre wheel that both assessments to interaction with
Personal-social identity students are able to look at increase motivation, students around reading
when making a selection reading fluency, and texts
(figure 2). reading compression. 4. No feedback to
Minimum of 5 books each students about the
nine weeks read by each quality and quantity of
student. their reading
No student accountability,
purposes, or goals for the time
spent in reading practice.

1
Rasinski, T. V., (2012). Fluency may not be Teach fluency authentically None given. Concepts for teachers to
Why reading fluency considered a hot topic and artfully such as in a consider but not specific
should be hot! The currently but it is one performance. examples.
Reading Teacher, 65(8), of the 5 pillars of Wide reading whether using
516-522. reading and needs to basal reading, trade books,
the central element in follow with discussions for
Cognitive Knowledge reading (figure A). deepening comprehension
and skills and instructional activities
Automaticity is the aimed at building specific
Cultural and Social fluency link to word reading skills.
Capital recognition, prosody
completes the bridge Fluency is a concern at all
by linking fluency to grade levels not just primary.
comprehension.
Use scripts, song, poem or
speech to rehearse.
2
Using graphic novels to New literacies of graphic Qualitative study to Participants: 2nd graders
*Brown, S. (2013). A motivate young readers novels offer new ways for examine the impact of a Low SES, Title 1 school
blended to comprehend, gain students to get motivated unit of study focused on N=7 ELLs
approach to reading fluency and help and created in the classroom graphic novels on the 9-week unit of study on graphic
and writing graphic writing. for comprehension, fluency language and literacy novels.
stories. Reading Teacher, Allowing home life to and writing. skills of a group of 4 days peer week meet in small
67(3), 208-219. translate to literature in Lesson plans might include diverse students. groups that lasted 20-25
the classroom. graphic novels unit. minutes.
Cognitive Knowledge Graphic novel created by First five weeks, the students
and skills Students were able to Classroom blog was created each student was a immersed in reading numerous
show prosody as they to document process and can project that reduced print-based graphic novels in
Cultural and Social read illustrating be used to show teachers. stress and anxiety for my guided reading groups and
Capital understanding of text. Graphicnovels.edublogs.org/ students that independent reading (Table 1).
incorporated technology. Great list!
Personal-Social Students scaffold each Repeated reading in small Last four weeks, students wrote
Identity other throughout the group allowed for practice Rubric given to each graphic stories and published
process. on pace, volume, expression, student. them into digital format using
phrasing and smoothness or Microsoft Photo Story.
Give to coaches! Has rhythm. Multiple literacies are
 websites and a great list addressed with
of graphic novels that multilingual,
could be used in small Multimodal worlds
groups. valuing both print and
images.

3
Marr, M. B., When peer-mediated Explicit teaching in fluency. Fall, winter, and spring N=17 2nd grade students
Algozzine, B., groups were used with Teachers and students literacy assessments were Diverse group of students.
Nicholson, K., & struggling readers in a were taught targeted completed as part of (African American, White,
Dugan, k. k., (2011). variety of academic intervention that shared district-wide progress- Hispanic, Asian, multiracial)
Building oral reading areas, significant features with extant class- monitoring efforts. 48% girls
fluency with peer increase was made on wide and peer-assisted Teachers conducted all 52% boys
coaching. Remedial And fluency benchmarks learning models. screenings.
Special Education, 32(3), between oral reading Teach monitors Limitation: fluency was not
256-264. and comprehension. performance and provides ORF was part of measured with prosody just
feedback for students who Dynamic Indicators of reading rate.
are engages in reciprocal Basic Early Literacy
Cognitive Knowledge roles of tutor and tutee. (Good & Kaminski,
and skills Designed and 2002b). Its individual,
implemented as one-to-one standardized, and timed
Cultural and Social practice for targeted students assessment.
Capital all of whom demonstrated
evidence of resistance to Pretest and posttest also
Personal-Social reading by teachers. administered.
Identity

4
Nunes, T., Bryant, p., Graphophonic units Teaching morphemes in the WISC-III-UK-Verbal IQ Longitudinal study done in the
& Barros, R. (2012). and morphemes classroom is different from (Vocabulary, similarities, United Kingdom.
The development of contribute to word graphophonic unites because information, Tested through multiple
word recognition and
its significance for
comprehension and
fluency. Journal of
Educational Psychology,
104(4), 959-973.
Cognitive Knowledge
and skills
5
Begenym K. J., Braun,
L.M., Lynch, H. L.,
Ramsay, A. C., & Wendt,
J. M. (2012). Initial
evidence for using HELPS
reading program with
small instructional groups.
School Psychology Forum,
6(3), 50-63.
Cognitive Knowledge
and skills
recognition and they are meaningful units. comprehension, regressions of reading
spelling along with arithmetic and digit span competence (reading
reading comprehension Children also use scores) comprehension and fluency)
and fluency. morphemes in word 8-9 year olds looked at
recognition and spelling. predictors again at 12 to 13
Use of morphemes the years old.
stronger predictor in Explicit instruction why
analyses. words sound the same but
spelled differently such as
patterns that are followed, sh
and ph.
Fluency tends to be an Small group was 3 6 Helping Early Literacy
area that is overlooked children. With Practice Strategies
in reading instruction (HELFS) Participants: four 4th graders (M
but is important. Received program 2 or 3 Dibels and Orf age =9.37 years) and three 3rd
Struggling readers were times a week for 10-12 graders (M age = 8.13 years)
put in small groups minutes per instructional Pretest-posttest Urban school
using the HELPS session, with sessions quasiexperimental design 87.7% female
program and all occurring in the morning along with answering the White 71.4% and 28.6% Black
students say a benefit before students core question: How much did No ELLs, ESE or retained
through different instruction began in the those in the group 40% on free or reduced lunch
analysis. classroom. improve his or her
HELPS includes: repeated reading, on average, prior Emphasized research with
To be used with Tier 2 reading, modeling, phrase- to receiving intervention schools rather than in schools.
students in RTI for drill error correction, verbal compared to receiving
students who struggle cueing procedures for intervention over the
with fluency. students to read with fluency same amount of time?
and for comprehension, goal
Intervention given by setting, performance
school psychologist or feedback, and
reading coach who motivational/reward system.
were familiar with
 HELPS.

6
Wilson, J. K. (2012). Highlights fluency as Table 1 lists resources for Track students effort Steps for adding fluency to
Brisk and effective the bridge between teachers when wanting to and progress to celebrate small group lesson is
fluency instruction for phonics and learn more of fluency success. demonstrated in 5-day
small groups. comprehension. instruction. example.
Intervention in School Wilson states that Key concepts in fluency Typically done with oral
and Clinic, 47(3), 152- teachers may find it instruction: 1. Students need reading fluency equally 1. Do a read aloud and
157. easier to instruct to hear models of fluency track effort. No specific dont interrupt yourself.
phonics and decoding oral reading, 2. Providing rubric or assessment Along with preteach
skills in small group opportunities for repeated given but some of the words.
Cognitive Knowledge but maybe not in reading, 3. Provide assistance recommendations of 2. Preteach additional
and skills fluency. in reading, 4. Focus on what you should track words and conduct a
Includes brisk, brief paraphrasing, 5. Providing are: expressive reading, comprehension lesson.
Cultural and Social and effective instruction with appropriate accurate decoding, 3. Conduct a phrase-cued
Capital instruction for fluency text, and 6. Providing an vocabulary knowledge, text lesson.
small-group session. ongoing cycle of fluency comprehension, and 4. Students take a copy of
Personal-Social lessons and opportunities to phrase boundaries. text home to read to
Identity practice. Publicly count students parents. Create multiple
multiple readings on a opportunities for
Home connection: Practice wall chart with each repeated reading
reading in class what you students name followed (Choral, audiotape or
want the student to do home by boxes that they color computer)
with parents to practice in for each reading 5. Students preform their
public reading. completed. practiced reading for an
7 Rate could be used on audience.
day 1 and then again on
day 5 to track progress.