Term
Fall 2018
Capstone
Capstone Project
Degree Name
MALED
Facilitator(s)
Laura Halldin
Content Expert
Katie O’Connell
Abstract
The research question addressed in this project was, how do regular education classroom teachers best use fluency based interventions in the classroom to accelerate fluency skills and improve comprehension? The project is a reference guide that includes a compilation of fluency based strategies for elementary teachers to use when creating an intervention plan for students to address reading fluency needs. The project integrates learnings from the research of reading behaviors, definitions and examples, fluency strategies, and assessments. The author based the information in her project on the most heavily researched, proven strategies for effective fluency instruction specifically by Rasinski, Allington, Crawley, Fountas and Pinnell and Samuels. She organized the strategies into an electronic document that can easily shared and saved. The project concluded that effective interventions in fluency must include: 1) practice that is intentional, guided and diverse. 2) a strong environment for literacy learning which includes, modeling, opportunity for practice, regular, consistent interventions, and abundant choice of text within readability for students.
Project Type
Field Guide Project
Keywords
Literacy, Reading, Staff Development, Teachers/ Teaching
Recommended Citation
Rhein, Shelley, "Implementing Tier I And II Fluency Based Interventions In An Elementary Classroom" (2018). School of Education and Leadership Student Capstone Projects. 243.
https://digitalcommons.hamline.edu/hse_cp/243
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects