Improving Oral Reading Fluency Using Reading Interventions and Self-Graphing with Three Fifth-Graders

Date of Award

Fall 12-19-2019

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in School Psychology


Graduate Studies

Committee Chair

Dr. Lisa H. Stewart


reading, reading fluency, self-graphing, fifth grade


The purpose of this project was to evaluate the effects of Read 180 fluency and Readers’ Theatre strategies and a self-graphing intervention on oral reading fluency progress. The interventions were worked on with three fifth-grade students at a rural elementary school in the midwestern United States. All three students were receiving services in a Title I reading program at their school, where they had 90 minutes of instruction each day of the week. The additional interventions were worked on two times each week for approximately twenty minutes. The results of the additional interventions showed some progress for each of the three students, but it is unclear whether these students’ regular reading intervention or the additional interventions were what helped this progress. It is unclear whether or not the additional interventions were effective for the students. This paper outlines the importance of reading, fluency, and motivation in elementary school, as well as the results of the additional interventions worked on with the students.

Abstract only: No full text available.