The Effects of Fluency on Reading Comprehension Research Proposal By Elliott Rodriguez

Defining key terms: Fluency: the product of accurately reading connected text at a conversational rate with appropriate prosody Reading comprehension: the ability to understand reading selections through the active construction of meaning from the text

Fluency: the product of accurately reading connected text at a conversational rate with appropriate prosody

Reading comprehension: the ability to understand reading selections through the active construction of meaning from the text

Fluency and Comprehension: A Teacher’s Balancing Act Many teachers focus on fluency and comprehension individually without considering how they relate to each other. Others decidedly focus more on the one they personally consider most important. Most researchers are not in agreement on the importance of fluency on achieving reading comprehension.

Many teachers focus on fluency and comprehension individually without considering how they relate to each other.

Others decidedly focus more on the one they personally consider most important.

Most researchers are not in agreement on the importance of fluency on achieving reading comprehension.

Purpose: This study will attempt to establish a general understanding of the relationship between fluency and comprehension, given that their role and importance in reading instruction has been subject of debate among researchers, instructors, and policy makers alike.

This study will attempt to establish a general understanding of the relationship between fluency and comprehension, given that their role and importance in reading instruction has been subject of debate among researchers, instructors, and policy makers alike.

Research Questions: Central question: How does fluency affect reading comprehension, if at all? Sub-questions: How can there be fluency without comprehension or vice versa? How does increased fluency improve reading comprehension? What reading strategies contribute to fluency and/or comprehension? What should be the main focus for reading instruction?

Central question:

How does fluency affect reading comprehension, if at all?

Sub-questions:

How can there be fluency without comprehension or vice versa?

How does increased fluency improve reading comprehension?

What reading strategies contribute to fluency and/or comprehension?

What should be the main focus for reading instruction?

Significance: A study of this nature should prompt further research into this field. The effectiveness of the reading strategies used in the study could serve as a relevant guideline for teachers. The results of this study will help policy makers, of school and regional levels, to effectively modify current teaching standards.

A study of this nature should prompt further research into this field.

The effectiveness of the reading strategies used in the study could serve as a relevant guideline for teachers.

The results of this study will help policy makers, of school and regional levels, to effectively modify current teaching standards.

The Participants: Grade level: 12 th Location: Lola Rodriguez de Tió High School in San Germán, Puerto Rico In order to work with a sample representative of school population, the students chosen for the study will be part of a mixed group which includes students from various home rooms.

Grade level: 12 th

Location: Lola Rodriguez de Tió High School in San Germán, Puerto Rico

In order to work with a sample representative of school population, the students chosen for the study will be part of a mixed group which includes students from various home rooms.

Methodology: The participating teacher will be prompted on reading strategies that will be taught, alternating focus between fluency, comprehension, and both. Students will work with these strategies over a period of one school year.

The participating teacher will be prompted on reading strategies that will be taught, alternating focus between fluency, comprehension, and both.

Students will work with these strategies over a period of one school year.

Methodology: Fluency Strategies Fluency strategies may include: Repeated Reading Independent Reading Reader’s Theater

Fluency strategies may include:

Repeated Reading

Independent Reading

Reader’s Theater

Methodology: Comprehension Strategies Comprehension strategies may include: Story Maps Power Thinking Q&A Sessions

Comprehension strategies may include:

Story Maps

Power Thinking

Q&A Sessions

Methodology: Balanced Strategies Balanced strategies may include: Oral Recitation Lessons Word Emphasis Vocabulary Activities such as: Word Lists Word Maps

Balanced strategies may include:

Oral Recitation Lessons

Word Emphasis

Vocabulary Activities such as:

Word Lists

Word Maps

Methodology: Data Collection Data will be collected through weekly interviews with the teacher and students, as well as observation sessions which will be used to compare the applied strategies and determine their effectiveness.

Data will be collected through weekly interviews with the teacher and students, as well as observation sessions which will be used to compare the applied strategies and determine their effectiveness.

Expected Results Results should show a distinct correlation between reading fluency and comprehension that would suggest the need for a more balanced approach to curriculum design regarding reading instruction. Due to the limited scope of this study, it is also expected for further research to be recommended.

Results should show a distinct correlation between reading fluency and comprehension that would suggest the need for a more balanced approach to curriculum design regarding reading instruction.

Due to the limited scope of this study, it is also expected for further research to be recommended.

The End Thank you for your time!

Thank you for your time!