Research Question/Definition of Problem
How great is the correlation between a second grade
student’s fluency rate and the ability to comprehend
Research shows that a student’s ability to read
at a fluent level and comprehend what has been read
is essential for academic achievement. Standardized
testing only gives us a partial picture of a student’s
reading skills and abilities. So, I set out to see
how helping students to improve their oral fluency
when reading would make a difference in their comprehension
of text and ultimately in their achievement.
Data Collection Process/Tools
- Pre and post surveys asking students opinions
of their ability to read
- Fluency norms chart
- Miscue analysis
- Comprehension survey of students with follow
- Comprehension strategy use sheet
The data collected over a period of four months
was measured against my students’ performance before
and after targeted at specific reading skills that
relate to fluency and comprehension.
Data Analysis and Findings
The pre-survey helped both the students and me to
become aware of the types of things they did as
readers. They did not view reading as involving
strategies or as a skill. To them, it was just something
they tried to master. Irrespective of the fact that
they were not meeting norms, most of my students
felt confident they were able to read ‘well’ and
‘fast.’ Many felt their comprehension was ‘good.’
After the mini-lessons, those whose fluency increased
also experienced an increase in their comprehension.
Those who had minimal increases in their fluency
did not gain appreciably in comprehension.
Conducting this research demonstrated that following
the students’ guiding during instruction allows
the teacher to modify fluency and comprehension
instruction and not rely on the textbook method.
This opportunity has heavily influenced the use
of differentiated instruction for future classes.
However, in order to succeed in implementing best
practices and differentiated instruction strategies,
support from the site reading specialist, cohort
classroom teachers, parents and the site administer
are necessary. Having the reading specialist and
classroom teachers validates the effective of the
strategies. Support from parents stems from the
growth reports of their child based on the implementation
of these strategies used to show the correlation
between a student’s fluency rate and his or her
ability to comprehend text. The administer, once
this is understood, can enforce that the universal
reading series is used as a reference.
- Is to return to best practices for fluency
and comprehension instruction and not just focus
on ‘just passing the test.’ Test taking strategies
can be given throughout the year, the goal is
equip students to become life long learners.
- Use the Basal readers as a supplement, not the
main material of teaching reading. Allow students
to work with literature in its original context.
The Basal reader is a good resource and the workbooks
are great for at home use.
- Teachers are to teach reading and comprehension
strategies as opposed to teaching components of
a reader set for a larger group of children. When
teachers are able to continue an introductory
stage of a concept students are more apt to return
- Allow all schools to have the freedom to implement
best practices instead of some schools using the
Basal reader as their core reading program. Let
the reader become a supplemental material. Allow
the students to handle actual literary works to
improve their reading comprehension and increase
their fluency rate.
- Encourage principals and literacy departments
of school districts to have teacher lead-best
practice instruction; immediate instruction (or
responsive instruction) given by a teacher based
on a students’ reaction to strategies used or
- Conduct presentations, interview ‘successful’
school districts and devise a comparison chart
to support the action research conducted.