The document summarizes a study that tested whether using active engagement strategies improved reading fluency and comprehension scores in students more than a traditional teaching approach. Nine 5th grade students received traditional instruction in the control year and active engagement strategies involving games and projects in the 6th grade experimental year. Fluency was measured by words per minute and comprehension by weekly test scores. Results showed students made greater gains in both fluency and comprehension from the control to experimental year when active engagement strategies were used.

1. Mable Kurian

2. Hypothesis
The hypothesis for this research is that students
will show better improvement in their fluency and
comprehension scores when they are taught using
active engagement strategies, than when they are
taught without active engagement strategies.

3. Methodology
Setting: Pull-out special education classroom for reading and language arts
Subjects: 9 students in the pull-out classroom. Their 5 grade year is the control
th
year and 6th grade year is the experimental year.
Procedures: Active engagement strategies such as interactive activities, games,
response journals , project based learning and explicit instruction were used for
instruction.
Data Collection : Fluency was measured using words per minute on fluency
probes, and comprehension was assessed based on scores on weekly assessments. Data
was analyzed to identify growth in fluency from control year to experimental year.
Growth in comprehension was assessed using growth made from control year to
experimental year on percentage scores.

4. Results
Fluency Comprehension

5. Conclusion
Students made improvements in both areas of
reading fluency and reading comprehension as a
result of active engagement strategies utilized in the
classroom.

6. Conclusion
Students made improvements in both areas of
reading fluency and reading comprehension as a
result of active engagement strategies utilized in the
classroom.