Improving Oral Reading Fluency: Using Corrective Reading Intervention and Self-Graphing with Three Third Graders
Date of Award
Winter 12-16-2021
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in School Psychology
Department
Graduate Studies
Committee Chair
Mary Dosch
Abstract
The purpose of this project was to evaluate the effects of Corrective Reading and self-graphing to increase oral reading fluency progress. The intervention was done with three third grade students at a small district at a rural elementary school in the Midwestern United States. The three students were eligible for special education within the Specific Learning Disability category. The students were receiving Tier 1 curriculum along with 45 minutes of intensive Corrective Reading per day. The self-graphing component was added towards the end of their third-grade year and was implemented for four weeks. The results from adding the self-graphing intervention were unclear because there was insufficient data and improvements could have been due to the Corrective Reading alone. This paper examines the importance of early reading skills, supporting students with evidence-based interventions and the use of self-graphing to improve oral reading fluency scores.
Recommended Citation
Larson, Justine, "Improving Oral Reading Fluency: Using Corrective Reading Intervention and Self-Graphing with Three Third Graders" (2021). Dissertations, Theses, and Projects. 601.
https://red.mnstate.edu/thesis/601