EFFECTS OF PRACTICING PASSAGE RETELL TO A FLUENCY CRITERION TO INCREASE SUMMARIZATION
Open Access
Author:
Culler, Erica D.
Graduate Program:
School Psychology
Degree:
Doctor of Philosophy
Document Type:
Dissertation
Date of Defense:
October 05, 2010
Committee Members:
James Clyde Diperna, Dissertation Advisor/Co-Advisor Richard M Kubina Jr., Committee Member James Clyde Diperna, Committee Chair/Co-Chair Jolynn Carney, Committee Member Robert Leslie Hale, Committee Member
Keywords:
summarization retell fluency
Abstract:
Despite increased focus on reading comprehension, the literature is limited in regards to comprehension strategies that can be effectively taught, and subsequently practiced to a fluency aim. This study used a multiple baseline design to determine whether a timed passage retell strategy could be taught to four students in the third grade, and then practiced with feedback to reach a fluency aim. Furthermore, the study examined the relationship between improvements in passage retell fluency and higher-level comprehension skills, such as summarization. Results indicated three of the four students were able to reach the fluency aim; however, only two of the students demonstrated acceleration of correct information units retold and deceleration of incorrect information units retold. On a dependent measure of passage retell fluency, three of the four students displayed slight to moderate level changes immediately following implementation of the intervention. Finally, all four students increased their scores on a post-test summarization measure, indicating a possible functional relationship between the students’ passage retell fluency strategy use and higher-level summarization skills.
