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Using Repeated Reading To Promote Reading Success in a Heterogeneously Grouped First Grade.

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Title: Using Repeated Reading To Promote Reading Success in a Heterogeneously Grouped First Grade.
Language: English
Authors: Turpie, Joy J., Paratore, Jeanne R.
Peer Reviewed: N
Page Count: 20
Publication Date: 1994
Document Type: Reports - Research
Speeches/Meeting Papers
Descriptors: Beginning Reading, Early Intervention, Grade 1, Heterogeneous Grouping, High Risk Students, Instructional Effectiveness, Primary Education, Reading Improvement, Reading Instruction, Reading Research
Geographic Terms: Massachusetts (Boston)
Abstract: A study investigated whether the practice of repeated reading enables first-grade children participating in a heterogeneous grouping model (which requires them to read difficult text) to acquire the fluency, accuracy, and understanding necessary to become independent readers. Subjects were four children from a public first-grade classroom in a predominantly white, middle-class suburb of Boston, Massachusetts. All children in the classroom were instructed using a combination of first-grade texts of a basal reading program and trade book literature. During the intervention phase, the teacher read the story aloud, the subjects read the story as a chorus with the whole class or in a small group, and the subjects read the story four more times with a partner over a period of several days. The intervention occurred for a minimum of 5 days. Assessment had two components: students read the selection aloud and retold the story in their own words. Results indicated that the four subjects experienced substantial improvement in accuracy, fluency, self-correction behaviors, understanding of grade-appropriate text, and ability to retell stories. Findings suggest that repeated readings enabled struggling readers to participate successfully in the first-grade curriculum, and the struggling readers succeeded in learning to read difficult text when the practice of repeated reading was combined with a full array of effective early reading strategies. (Contains 21 references and 4 figures of data. An appendix lists the reading materials used.) (RS)
Entry Date: 1995
Accession Number: ED381774
Database: ERIC
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  Data: Using Repeated Reading To Promote Reading Success in a Heterogeneously Grouped First Grade.
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  Data: <searchLink fieldCode="AR" term="%22Turpie%2C+Joy+J%2E%22">Turpie, Joy J.</searchLink><br /><searchLink fieldCode="AR" term="%22Paratore%2C+Jeanne+R%2E%22">Paratore, Jeanne R.</searchLink>
– Name: PeerReviewed
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  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 20
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1994
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research<br />Speeches/Meeting Papers
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Beginning+Reading%22">Beginning Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Intervention%22">Early Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Heterogeneous+Grouping%22">Heterogeneous Grouping</searchLink><br /><searchLink fieldCode="DE" term="%22High+Risk+Students%22">High Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Improvement%22">Reading Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Research%22">Reading Research</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Massachusetts+%28Boston%29%22">Massachusetts (Boston)</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: A study investigated whether the practice of repeated reading enables first-grade children participating in a heterogeneous grouping model (which requires them to read difficult text) to acquire the fluency, accuracy, and understanding necessary to become independent readers. Subjects were four children from a public first-grade classroom in a predominantly white, middle-class suburb of Boston, Massachusetts. All children in the classroom were instructed using a combination of first-grade texts of a basal reading program and trade book literature. During the intervention phase, the teacher read the story aloud, the subjects read the story as a chorus with the whole class or in a small group, and the subjects read the story four more times with a partner over a period of several days. The intervention occurred for a minimum of 5 days. Assessment had two components: students read the selection aloud and retold the story in their own words. Results indicated that the four subjects experienced substantial improvement in accuracy, fluency, self-correction behaviors, understanding of grade-appropriate text, and ability to retell stories. Findings suggest that repeated readings enabled struggling readers to participate successfully in the first-grade curriculum, and the struggling readers succeeded in learning to read difficult text when the practice of repeated reading was combined with a full array of effective early reading strategies. (Contains 21 references and 4 figures of data. An appendix lists the reading materials used.) (RS)
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  Label: Entry Date
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  Data: 1995
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  Label: Accession Number
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  Data: ED381774
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
    Subjects:
      – SubjectFull: Beginning Reading
        Type: general
      – SubjectFull: Early Intervention
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Heterogeneous Grouping
        Type: general
      – SubjectFull: High Risk Students
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Primary Education
        Type: general
      – SubjectFull: Reading Improvement
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Reading Research
        Type: general
      – SubjectFull: Massachusetts (Boston)
        Type: general
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      – TitleFull: Using Repeated Reading To Promote Reading Success in a Heterogeneously Grouped First Grade.
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          Name:
            NameFull: Turpie, Joy J.
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            NameFull: Paratore, Jeanne R.
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              M: 11
              Type: published
              Y: 1994
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