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


Graduate Studies

Committee Chair

Mary Dosch


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.

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