The Effects of Read Naturally Strategies on Reading Comprehension, Reading Fluency and Motivation to Read in a Response To Intervention Setting

Abstract

Abstract

One of the primary purposes of elementary school is to develop students into fluent readers. Even with high-quality research-based instruction in the regular classroom, some students still do not make adequate progress in reading. Response to Intervention (RTI) is designed to provide interventions that will help at-risk students to increase their reading to that of grade-level text. This research examined the effectiveness of three reading strategies. The Read Naturally Live program was used to implement these strategies through Computer Assisted Instruction (CAI) in a rural public elementary school. Twenty-six students who were Tier 2 and Tier 3 students participated. Teacher modeling, repeated reading, and progress monitoring were used to determine if a statistically significant increase in students’ reading comprehension and reading fluency would occur. The Reading Motivation Questionnaire (MRQ) was used to determine if after increasing both fluency and comprehension, a students’ motivation towards reading improved. The study is not yet complete. Upon completion of the study, it is predicted that the students who increased their fluency and comprehension, will also show gains in their motivation to read.