Reading Fluency and Comprehension
In this study, I administered the Fall Star Assessment to second-grade students and observed that they struggled with comprehension and reading skills. To address this issue, I decided to focus on the specific standard RF.2.4, which involves reading fluently on grade level to support comprehension.
As an interventionist, I spend time working with second grade students on reading fluency and comprehension. However, 68% of the students scored at a novice level in this area. To investigate the effectiveness of the intervention, I implemented the “Reading for Meaning” strategy and collected evidence to support its impact on comprehension.
The goal of the study was to determine whether the Reading for Meaning tool would improve comprehension and reduce the number of students scoring at a novice level on the Winter vs Spring Star Assessments. I selected 11 students in the second grade as the control group and taught them using the Reading for Meaning tool for at least 3 days a week, along with other comprehension and fluency strategies for 2 days a week.
The students in the control group were tested using the STAR Reading assessment on 12/23, and all 11 students scored at a novice level. However, when retested on 3/24, only 4 out of 11 students scored at a novice level, representing a 64% reduction in novice scores. This suggests that the Reading for Meaning tool, combined with other strategies, had a direct impact on improving reading proficiency.
Overall, the study indicates that using the Reading for Meaning tool increased student achievement and reduced the number of students scoring at a novice level on the Star assessment. This intervention has the potential to enhance student performance in daily formative assessments and improve reading fluency and comprehension skills in second grade students.
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