Improving Reading Fluency and Comprehension Among Elementary Students Evaluation of a School Remedial Reading Program Robin Hausheer Alana Hansen and Diana M Doumas Boise State University 2 Abstract This study examined the effectiveness of a remedial reading program on improving reading fluency and comprehension among elementary school students Twenty four students were selected to participate in an eight month program Results indicated reading fluency and reading comprehension scores improved significantly across the academic year for both male and female students Examination of gender differences indicated significantly more males were referred to the program than females Additionally examination of the between group effect size indicated reading comprehension scores improved more for males than females Implications for school counselors are discussed 3 Improving Reading Fluency and Comprehension Among Elementary Students Evaluation of a School Remedial Reading Program The future success of children lies in the ability to read fluently and understand what is read Studies show that at least one out of five students has significant difficulty in reading acquisition Therrien 2004 Providing remedial reading programs is imperative to improve both reading fluency and reading comprehension particularly to elementary school students because fluency and comprehension are particularly important at this stage of development and early intervention can impact the progression of reading difficulties Additionally research indicates the risk for difficulties in reading comprehension is higher for males than females Linnakyla Malin Taube 2004 suggesting the importance of ensuring the availability of remedial reading programs for male students In addition to supporting students reading skills it is also important to provide evidence for the efficacy of these programs Because it is not uncommon for school counselors to be asked to assist with administrative duties rather than provide counseling programs to promote student success establishing evidence based programs will support the continuation of these activities for school counselors Further as resources for education decline it becomes increasingly important for school counselors to be able to demonstrate the impact of their programs on student success by providing evidence from program evaluations to support programs The purpose of this study is to examine the efficacy of a remedial reading program designed to improve reading fluency and comprehension skills among elementary school students Gender differences in program referral and program 4 outcomes will also be examined Results of this study will add to the literature on evidence based school programs and support the importance of providing school counseling programs Literature Review Reading literacy is defined as understanding using and reflecting on written texts in order to achieve one s goals to develop one s knowledge and potential and to participate in society Therrien 2004 According to Therrien in order to achieve literacy there are five important skills one must learn phonemic awareness phonics vocabulary instruction text comprehension strategies and reading fluency A review of the literature has shown that literacy is not simply a basic skill but rather a goal and a functional means in education and individual development both within and outside school today and later in life in further education at work and in leisure activities Reading literacy is not only a foundation for basic learning but also a prerequisite for successful participation in most areas of youth or adult life Linnakyla et al 2004 Research indicates at least one out of five students has significant difficulty in reading acquisition Therrien 2004 Although reading fluency and comprehension are important skills to acquire as they are essential skills for success both in school and later in life many children do not acquire the necessary skills for achieving proficiency According to a recent study 40 of fourth graders do not have skills and knowledge to adequately perform the necessary grade level work Bursuck et al 2004 Similarly Calhoon 2005 found 59 of fourth grade students are performing below a basic literacy level on standardized reading tests In addition as children age data shows proficiency levels are still a concern Thirty one percent of boys and 21 of girls in 5 eighth grade did not reach a basic literacy level when given a standardized test Calhoon 2005 Problems with reading tend to begin at the onset of reading instruction persist and become more severe with the passage of time Graney 2000 Furthermore most schools do not detect fluency or comprehension difficulties until the second or third grade McCardle Scarborough Catts 2001 because the reading skills focused on until the fourth grade are phonemic and not based on fluency and comprehension As students reach high school age research shows fluency does not increase although comprehension does improve Calhoon 2005 Research also indicates gender differences in the risk for difficulties in reading comprehension with male students experiencing more difficulty than female students Linnakyla et al 2004 To increase the reading fluency and comprehension of students who encounter such problems various strategies such as assisted reading reading while listening and paired reading have been implemented Research addressing the effectiveness of these strategies implemented individually however shows mixed results In contrast programs incorporating the three previously mentioned strategies into one technique increase reading fluency and comprehension Therrien 2004 Additional factors that help improve reading skills include appropriate grouping practices instructional strategy extended practice opportunities with feedback and breaking down tasks into smaller components Calhoon 2005 The findings show all factors are associated with substantial improvements in reading In addition to the aforementioned successful instructional strategies contribute to the improvement of reading skills These strategies consist of the following components 6 a small interactive group instruction b direct questioning and responses c breaking tasks into smaller component parts d designating extended periods of time focusing on reading and e receiving feedback Each component allows students to receive more personalized and individual attention increasing productivity Calhoon 2005 The