Author(s)

Lisle Duffey

Date Approved

6-12-2015

Document Type

Thesis

Degree Name

M.A. Reading Education

Department

Language, Literacy, and Special Education

College

College of Education

First Advisor

Madden, Marjorie

Subject(s)

Self-monitoring;Oral reading

Disciplines

Elementary Education and Teaching

Abstract

The purpose of this study was to consider the impact of using rubrics to self-assess fluency on first graders. Qualitative sources of data included a teacher research journal with observation notes and reflections, audio recordings of students reading, and informal group interview responses. Numerical data included initial and final words correct per minute scores for each week, as well as initial and final phrasing and expression rubric scores for each week. The data was triangulated and analyzed to identify trends and draw conclusions. The findings suggested that the use of fluency rubrics for self-assessment and the use of iPads for voice-recording were both motivating for students. The data also indicated that students showed fluency growth over the course of the four weeks of the study, especially in regards to expression. The self-assessment process and personal goal setting helped the students to be more aware of their fluency and know specifically what they needed to work on as they practiced reading independently.

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