The impact of having second grade students record a text read out loud in relation to their fluency skills

Abstract

A quasi-experimental comparison study took place over the course of six weeks in a general education second grade classroom in an urban Wisconsin school district. The purpose of the study was to determine the impact and results provided after a student was given direct instruction on fluency skills and provided time to record themselves on a 1:1 device and be reflective on their own fluency by listening back to their own reading. Students received reading instructions designed to work on specific fluency strategies. For all six weeks of the study, students were presented with tools and strategies to become for fluent readers. Passages were pulled based on students levels as determined by their Fall benchmark scores, and were fiction and nonfiction texts. Each week, data was collected using progress monitoring measures for words read per minute (WPM), comprehension, and self-reflection charts. Analysis of the final data points suggested that recording and listening back to a self-recorded reading can have positive effects on second grade students’ fluency skills and overall reading engagement and achievement.