Comparative Paper
Introduction
Oral fluency in reading has been linked to higher levels of comprehension; hence many studies on this subject seek to find the best practices to facilitate overall reading fluency, including comprehension. As a reading educator I am always enquiring about better ways to enhance the learning trajectory of my students; therefore, my curiosity about this topic. The purpose of this comparative paper is to discover insightful information in regards of qualitative and quantities methods of research. The action research articles I have chosen for my comparative paper as follow: Video Self-Modeling as a Tool for Improving Oral Reading Fluency and Self-Confidence http://files.eric.ed.gov/fulltext/ED471091.pdf and …show more content…
Researchers for this report, Ann Guerin, a secondary school teacher of English and Learning Support at Cargaline Community, and Brian Murphy is an Education Professor at the University College Cork in Ireland worked in collaboration. Guerin conducted the field work while the study written report was designed and discussed by both, Guerin and Murphy. The research took place in a community secondary school in southern Ireland during the 20012-2013 academic year. Guering and Murphy were interested in assessing the efficiency of an “assessment based program” of repeated reading in high risk adolescent readers. The study was conducted with three participants, one female student (aged 12) and two male students (aged 14). These students were chosen for this study due to their compromised reading fluency and academic profiles. Mary, Gary, and Liam (pseudonyms) were classified as “struggler readers” Liam and Mary had been receiving targeted intervention support in all academic areas of reading. Gary was chosen due to his overall “poor academic performance” The rationale for this study was to support the continuous reading growth of adolescent students as they develop fluency in reading. The researchers explained that repeated …show more content…
ED, Tom Berry, Ph.D Associate Professor Dept of Instruction and Curriculum Leadership of the University of Memphis and Carole L. Bond, Professor Emeritus headed the action research, Video Self-Modeling as a Tool for Improving Oral Reading Fluency and Self-Confidence, which seeks to assess the efficacy of feedforward as a classroom-based intervention with elementary at-risk readers. The study intends to determine if feedforward strategies will support reading fluency and change negative student self-perceptions regarding reading ability. The research took place in a “laboratory elementary with ties to an urban university.” Participants included three third grade students, two white females and a white male student volunteers for the research with strong recommendation from school principal and classroom teachers. These students were selected for this study due to their low fluency scores and overall reading difficulties. Greenberg and Berry hoped to implement a feedforward technique to stimulate positive self perception towards participant reading strategies. Having a self palpable positive image of oneself can help students who struggle in reading become more aware of the positive self images developing “self efficacy.” According to Bandura (1986) self efficacy occurs when an individual is able to recognize her own abilities to accomplish a goal. This research triangulated qualitative data to quantitative data. Data collected
Introduction
Oral fluency in reading has been linked to higher levels of comprehension; hence many studies on this subject seek to find the best practices to facilitate overall reading fluency, including comprehension. As a reading educator I am always enquiring about better ways to enhance the learning trajectory of my students; therefore, my curiosity about this topic. The purpose of this comparative paper is to discover insightful information in regards of qualitative and quantities methods of research. The action research articles I have chosen for my comparative paper as follow: Video Self-Modeling as a Tool for Improving Oral Reading Fluency and Self-Confidence http://files.eric.ed.gov/fulltext/ED471091.pdf and …show more content…
Researchers for this report, Ann Guerin, a secondary school teacher of English and Learning Support at Cargaline Community, and Brian Murphy is an Education Professor at the University College Cork in Ireland worked in collaboration. Guerin conducted the field work while the study written report was designed and discussed by both, Guerin and Murphy. The research took place in a community secondary school in southern Ireland during the 20012-2013 academic year. Guering and Murphy were interested in assessing the efficiency of an “assessment based program” of repeated reading in high risk adolescent readers. The study was conducted with three participants, one female student (aged 12) and two male students (aged 14). These students were chosen for this study due to their compromised reading fluency and academic profiles. Mary, Gary, and Liam (pseudonyms) were classified as “struggler readers” Liam and Mary had been receiving targeted intervention support in all academic areas of reading. Gary was chosen due to his overall “poor academic performance” The rationale for this study was to support the continuous reading growth of adolescent students as they develop fluency in reading. The researchers explained that repeated …show more content…
ED, Tom Berry, Ph.D Associate Professor Dept of Instruction and Curriculum Leadership of the University of Memphis and Carole L. Bond, Professor Emeritus headed the action research, Video Self-Modeling as a Tool for Improving Oral Reading Fluency and Self-Confidence, which seeks to assess the efficacy of feedforward as a classroom-based intervention with elementary at-risk readers. The study intends to determine if feedforward strategies will support reading fluency and change negative student self-perceptions regarding reading ability. The research took place in a “laboratory elementary with ties to an urban university.” Participants included three third grade students, two white females and a white male student volunteers for the research with strong recommendation from school principal and classroom teachers. These students were selected for this study due to their low fluency scores and overall reading difficulties. Greenberg and Berry hoped to implement a feedforward technique to stimulate positive self perception towards participant reading strategies. Having a self palpable positive image of oneself can help students who struggle in reading become more aware of the positive self images developing “self efficacy.” According to Bandura (1986) self efficacy occurs when an individual is able to recognize her own abilities to accomplish a goal. This research triangulated qualitative data to quantitative data. Data collected