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Improving Elementary Students' Reading Fluency by Reading Together
Read 2 Impress
Chase Young, Kit Mohr, and Tim Rasinski
READING TOGETHER
Directions for R2I
1. Choose a text (or texts if they are short)
2. Read a page or paragraph aloud together
3. Read slightly ahead of the student
4. Read with good expression that matches the meaning of the text
5. Have the student reread the page/paragraph aloud
6. Continue with subsequent page/paragraphs for 20 minutes
NIM
RR
Lightning Maria
Mohr, Dixon, & Young (2012)Young & Mohr, in press
Young, Mohr, & Rasinski (2015)
Measure Pretest Mean Posttest Mean tp - value(2-tailed)
ESa
Treatment (n = 29)70.14 90.79 -5.84 < .01 1.08
Control (n = 23) 82.00 86.43 -1.60 .12 .33
Paired Samples T-Test of Oral Reading Fluency (Words Correct Per Minute) (N = 52)
aES, effective size as measured by Cohen’s d, .02 = small effect, .5 = medium effect, .8 = large effect
Young, Mohr, & Rasinski (2015)
Measure Pretest Mean Posttest Mean tp – value(2 tailed)
ESa
Treatment (n = 29)8.59 11.38 -7.78 < .01 1.44
Control (n = 23) 9.48 9.70 -.84 .41 .18
Paired Samples T-Test of the Multidimensional Fluency Scale (N = 52)
Young, Mohr, & Rasinski (2015)
Paired Samples T-Test of iStation Overall Reading Score (N = 52)
Measure Pretest Mean Posttest Mean tp - value(2 Tailed)
ESa
Treatment (n = 29)1323.10 1361.48 -3.04 < .01 .56
Control (n = 23) 1097.87 1079.57 1.26 .22 .26
Recent Study (in preparation)
Experimental
Group (n = 25)
Comparison
Group (n = 25)
IRL Pre to Post +.71 +.40
IRL Post to Follow Up -.08 -.02
Spelling Pre to Post +.53 +.14
Spelling Post to Follow Up +.14 .00
Within Group Mean Difference Effect Sizes
Effective size as measured by Cohen’s d, .02 = small effect, .5 = medium effect, .8 = large effect+ Indicates increase- Indicates decrease
Why do we think it works?
References for R2I/Reading Together
Young, C., Rasinski, T., & Mohr, K. A. J. (in press). Read Two Impress: An intervention for disfluent readers. Reading Teacher.
Young, C., Mohr, K. A. J., Rasinski, T. (2015). Reading together: A successful reading fluency intervention. Literacy Research and Instruction, 54(1), 67-81. Young, C., & Mohr, K. A. J. (in press). Successful literacy interventions: An RtI case-study analysis. In S. Garrett (Ed.). CEDER Yearbook. Texas A&M University-Corpus Christi: Center for Educational Development, Evaluation, and Research. Rasinski, T., & Young, C. (2014). Assisted reading – A bridge from fluency to comprehension. New England Reading Association Journal. Mohr, K. A. J., Dixon, K., & Young, C. J. (2012) Effective and efficient: Maximizing literacy assessment and instruction. In Ortlieb, E. T., & Cheek, Jr., E. H. (Eds.). Literacy Research, Practice, and Evaluation: Vol. 1. Using informative assessments for effective literacy practices. Bingley, UK: Emerald Group.
