Using Frequency Building to a Performance Criterion with Early Literacy Skills to Affect Oral Reading Fluency for At-Risk Readers in the First Grade
Open Access
Author:
Moeller, Jeremy D
Graduate Program:
Special Education
Degree:
Doctor of Philosophy
Document Type:
Dissertation
Date of Defense:
June 06, 2016
Committee Members:
Richard M Kubina Jr., Dissertation Advisor/Co-Advisor Richard M Kubina Jr., Committee Chair/Co-Chair David Lee, Committee Member Pamela S Wolfe, Committee Member John Philip Dattilo, Outside Member
Keywords:
Oral Reading Fluency Frequency Building Early Literacy Skills Precision Teaching Application
Abstract:
The current study used a multiple baseline, multiple probe single-case design to determine the effects of using Frequency Building to Performance Criterion (FBPC) with early reading skills (i.e., letter-sound correspondence, blending sounds into words, and repeated reading) on oral reading fluency. Teachers identified five first grade students at-risk for reading failure to participate in the research. The five students were identified by being in the lowest placement within the reading curriculum. Four students were provided with FBPC three to five times a week for a total of 30 sessions. After each session students were given novel decodable reading passages and timed for one minute. In addition, students were given weekly curriculum-based measures (CBM) grade-level reading probes. Overall, students demonstrated an increase in oral reading fluency, as measured by one minute passage reading, after the introduction of FBPC with early reading skills, demonstrating an experimental effect for teaching early reading skills to oral reading fluency. Students on average increased words read correctly per minute by 62-108% and decreased words read incorrectly per minute by 40-66% from baseline measures. Additionally, students decreased error celertation and made modest gains with correct accel data. Implications for practice and future research are discussed.
