Read Like you are Talking to a Friend: The Effects of Using a Systematic Approach, Including Teacher Modeling, Repeated Reading, and Corrective Feedback on the Reading Fluency and Prosody of Students in a 6-9-year-old Public Montessori Classroom
Date of Award
Action Research Project
Master of Arts in Education
Montessori Elementary Education, Elementary Education
The purpose of this study was to determine effective ways to improve fluency among lower elementary Montessori students. The study was comprised of 33 students ages 6-9 who attend public Montessori classrooms in North America. The field of research on reading fluency and comprehension was surveyed as a background to support this action research study, which utilized an experimental design, collecting quantitative data through student-generated artifacts. The researchers implemented a reading block into their Montessori classrooms. The large and small group lessons focused on modeled readings from the teacher, repeated readings, and corrective feedback. Data was collected at the beginning and end of the study. Data included words read correctly after three reads, comprehension and fluency scores, and two student selfevaluations rating their knowledge and feelings about reading. Students made progress in all areas measured, including fluency, comprehension, and feelings about reading. This research highlights the benefit of a designated daily reading block and explicit reading instruction, incorporating teacher modeling, repeated reading, and corrective feedback.
Munro, Catherine E. and Foltmer, Julie A.. (2018). Read Like you are Talking to a Friend: The Effects of Using a Systematic Approach, Including Teacher Modeling, Repeated Reading, and Corrective Feedback on the Reading Fluency and Prosody of Students in a 6-9-year-old Public Montessori Classroom. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/284