TITLE

Effects of the Helping Early Literacy with Practice Strategies (HELPS) Reading Fluency Program When Implemented at Different Frequencies

AUTHOR(S)
Begeny, John C.
PUB. DATE
March 2011
SOURCE
School Psychology Review;2011, Vol. 40 Issue 1, p149
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Approximately 40% of U.S. fourth-grade students are nonfluent readers. In response to the need for fluency-based instructional programs for elementary-aged students, the Helping Early Literacy with Practice Strategies (HELPS) Program was developed by integrating eight evidence-based fluency-building instructional strategies into a systematic program that can be (a) feasibly implemented by several types of educators, and (b) accessed for free by all educators. The present study sought to examine the effects of HELPS with second-grade students when implemented three times per week compared to once or twice per week, and throughout most of a school year. Results showed that students receiving HELPS three times per week significantly outperformed a control group of students on the measures of reading fluency and comprehension. Students who received HELPS an average of 1.5 times per week significantly outperformed the control group students on the measure of reading fluency. Implications of these findings for school psychologists are discussed.
ACCESSION #
59778178

 

Related Articles

  • Structure strategy interventions: Increasing reading comprehension of expository text. Meyer, Bonnie J. F.; Ray, Melissa N. // International Electronic Journal of Elementary Education;Oct2011, Vol. 4 Issue 1, p127 

    In this review of the literature we examine empirical studies designed to teach the structure strategy to increase reading comprehension of expository texts. First, we review the research that has served as a foundation for many of the studies examining the effects of text structure instruction....

  • Instilling a Lifelong Love of Reading. Duncan, Sarah Parks // Kappa Delta Pi Record;Winter2010, Vol. 46 Issue 2, p90 

    The article discusses the strategies for teachers on how to make reading a habit for students. It states that teachers play an essential role in helping students cultivate important habits they possess such as the practice of regular reading. It emphasizes that all teachers must encourage...

  • Readiness skills that predict initial word learning using 2 different methods of instruction. Richek, Margaret Ann // Reading Research Quarterly;1977/1978, Vol. 13 Issue 2, p200 

    Eighty-four innercity kindergarteners were administered 7 reading readiness tasks and 2 word-learning tasks. The word-learning tasks paralleled initial instruction in learning to read using both a sight-word and a sound-symbol method of instruction. To assess the readiness skills that predicted...

  • The Effectiveness of Kindergarten Peer-Assisted Learning Strategies for Students With Disabilities. RAFDAL, BROOKE H.; MCMASTER, KRISTEN L.; MCCONNELL, SCOTT R.; FUCHS, DOUGLAS; FUCHS, LYNN S. // Exceptional Children;Spring2011, Vol. 77 Issue 3, p299 

    This study determined the effectiveness of Kindergarten Peer-Assisted Learning Strategies (K-PALS) for students with disabilities. The researchers randomly assigned 89 kindergartners with individualized education programs (IEPs) from 47 classrooms to control (n = 9); K-PALS Level 1 (teachers...

  • Fluency Mania. Glazer, Susan Mandel // Teaching Pre K-8;Feb2007, Vol. 37 Issue 5, p70 

    The article discusses "fluency," or the ability to read quickly, accurately, and, when reading aloud, with expression. Fluency generally emerges by third grade, when decoding has become a habit and children can focus on the meaning of the text. The author discusses methods of helping poor...

  • Read smarter, not harder: Global reading comprehension strategies. Bishop, Penny A.; Reyes, Cynthia; Pflaum, Susanna W. // Reading Teacher;Sep2006, Vol. 60 Issue 1, p66 

    The article discusses various reading comprehension strategies. Students, according to the study, have used several strategies for reading comprehension. They may range from fundamental approaches like re-reading, visualizing and using the dictionary to more sophisticated methods such as...

  • Every child a reader: What one teacher can do. Pinnell, Gay Su // Reading Teacher;Sep2006, Vol. 60 Issue 1, p78 

    The article discusses the principles for teaching and improving reading of students. A teacher make a difference in the learning of students to read. He can contribute to their success or failure. To ensure the former, the following principles must be considered. A teacher must learn about and...

  • Reading strategy instruction and teacher change: implications for teacher training. Klapwijk, Nanda M. // South African Journal of Education;May2012, Vol. 32 Issue 2, p191 

    I report on teacher change in the context of a reading strategy instruction intervention. Reading Strategy Instruction (RSI) was implemented by three teachers, new to the concept, over a period of 15 weeks. Observations of these teachers showed that a multitude of factors affect the uptake of...

  • �Por qu� las personas no comprenden lo que leen?(2004). Le�n, Jos� A. // Revista Nebrija de Ling��stica Aplicada a la Ense�anza de ;2010, Issue 7, p1 

    The current conception about literacy and reading comprehension has been changed extraordinarily in the last decades. Today its study is more closed to lifespan conception than a reading adquisition period only. In this work the reading comprehension and literacy are analyzed based on in this...

Share

Read the Article

Courtesy of VIRGINIA BEACH PUBLIC LIBRARY AND SYSTEM

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics