Date of Award

Winter 12-20-2018

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Courtney LaLonde


Small Group Instruction, Fluency, aimswebPlus, reading


This paper explores the effect of teaching evidence-based fluency strategies in a small group setting to improve first grade students’ reading fluency. Students for this study were chosen based on an aimswebPlus fluency assessment. Students that scored below grade level in the area of reading fluency were chosen to participate. Four of these students were put into a small reading group. They received targeted fluency instruction twenty minutes a day, four days a week for five weeks. The fluency instruction they receive included practice with reading high frequency words, poetry practice, repeated readings, decoding practice and read alouds. The remaining four students did not receive direction fluency instruction during their small reading group time. I worked with these students on general reading instruction fifteen minutes a day, four days a week for five weeks. My results show that the students that received direct fluency instruction made more growth in reading fluency than the students that did not receive direct fluency instruction. These results show that targeted small group reading instruction leads to growth in the area of reading fluency for first grade students.



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