Reading Comprehension and Fluency

Paper Summary:

This paper reviews four scholarly articles which address reading comprehension and reading fluency. The paper looks at the main considerations of each paper, the key ideas, the essential methodologies and the final conclusions. Further, the writer discusses what he has learned from reviewing the aforementioned materials and how this will impact upcoming research projects.

From the Paper:

"Turning to Jenkins and Fuchs, they are aided by the fact that their sample size of 113 students is considerably larger than the relatively puny sample sizes offered by Calhoon and by Yurick et al. Furthermore, Jenkins and Fuchs employ correlation and hierarchical regression analysis to determine the accuracy and validity of their findings; Yurick et al do not employ anything approximating this. Finally, Calhoon does use the WJ-III Compu-score and Profiles Program in addition to ANOVA - but her sample size is so tiny (only 38 students) that one is left to wonder how truly reflective it really is."

Sample of Sources Used:

• Calhoon, M.B. (2005). Effects of a peer-mediated phonological skill and reading comprehension program on reading skill acquisition for middle school students with reading disabilities. Journal of Learning Disabilities, 38(5): 424-433.
• Chard, David J., Vaughn, Sharon, and Tyler, Brenda-Jean. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 35(5): 386-406.
• Jenkins, Joseph R., and Fuchs, Lynn S. (2003). Sources of individual differences in reading comprehension and reading fluency. Journal of Educational Psychology, 95(4): 719-729.
• Yurick, Amanda L., Robinson, Porsha D., Cartledge, Gwendolyn, Lo, Ya-Yu, and Evans, Trisha L. (2006). Education and Treatment of Children, 29(3): 469-506.

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