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Explicit strategy instruction and improvements in the fluency of struggling second-grade readers

, Capella University, United States

Capella University . Awarded


Despite recent advances in the science of teaching reading, there still exist a small percentage of students who experience difficulties in learning how to read with fluency being one area in which students struggle. The purpose of this study was to investigate the effects of aligning additional classroom interventions, including Response to Intervention protocols, to core classroom reading instruction. This study investigated the role of fluency and comprehension in improving both literacy and student attitudes towards reading in second-grade students in a suburban school in New Jersey. This study used a mixed methodology design to test the efficacy of fluency intervention programs on the reading outcomes of 90 second-grade students and was implemented over an eight-week period. Students were assessed pre- and post-intervention on fluency, prosody, comprehension measures, and attitudes; in addition, random interviews were conducted on 16 of the students in order to provide additional clarity to the data collected. The fist strategy utilized was the use of Soliloquy Reading Assistant, in which the computer provided a fluent model of reading, visually chunking the text as it was read, and which allowed the student the opportunity to tape record his/her oral reading so that the prosodic elements could be scored. This computer intervention consisting of repeated readings, computer modeling, error correction, and performance feedback on improving reading fluency with students. The second strategy was the drill of high-frequency words and phrases embedded in guided repeated oral reading. The results of this study indicated that the interventions, aligned with classroom instruction, were effective and made a noticeable difference in the attitudes toward reading of these struggling second graders.


Albert Devine, P.B. Explicit strategy instruction and improvements in the fluency of struggling second-grade readers. Ph.D. thesis, Capella University. Retrieved October 16, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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