A Fluency-Based Intervention To Improve Oral Reading Fluency Of A Fourth Grade Reader

The aim of the present study was to improve Ali’s reading fluency. In this study, reading fluency was explored in terms of word recognition, reading rate, and reading prosody. Development process of these elements was reported using repeated measures. This study employed single-subject research design. In order to improve reading fluency, a combination of repeated reading, paired reading and word architecture were used. Intervention was implemented at Gazligol Primary School in Afyonkarahisar in 2012-2013 school year and continued for 30 hours. Ali’s level of word recognition was at a frustration level. CWPM was 20.1. Ali’s score of prosody was 15%. After 30 hours of intervention, Ali’s CWPM increased from 20 to 34.2. Ali’s level of word recognition increased to the independent reading level with 99%. For reading prosody, it increased from 15% to 66%. Repeated reading, paired reading and word architecture were found to be efficient on the development of reading fluency.