The Effects of Daily Fluency Practice in Primary Settings

Date of Award

Fall 12-19-2019

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Belma Sadikovic


The purpose of this study was to examine the effects of fluency instruction in first and second grade students. The goal was to analyze the amount of growth that can come from practicing fluency daily versus practicing fluency biweekly. The research was done in two different public-school classrooms, one first grade and one second grade. In both classrooms, two small groups (five students maximum) received daily fluency instruction during their normal guided reading time. Two groups in both classrooms received biweekly fluency instruction during their normal guided reading time. Fluency scores were assessed every other week for every student in each classroom. The results showed that students made growth in both groups. The daily fluency group had a couple students with a more significant amount of growth percentage, but the biweekly group also had steady growth too. The research showed that fluency instruction is beneficial to all students and can be differentiated to each group based on their needs.

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