Differences in reading fluency for third graders who use leapfrog versus those who do not while involved in open court reading
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Authors
Carrow, Miranda
Issue Date
2006
Type
Thesis
Language
en
Keywords
Teaching
Alternative Title
Abstract
The main question that was addressed in this study was: What impact does Leapfrog have for learners who are below grade level in fluency and who are currently involved in Open Court reading program? Twelve third grade students, who were below or just at the grade level requirement for reading fluency, from two different classrooms (6 each) participated in the study. The Open Court Reading program was used in both of the classrooms and one class included the Leapfrog program.
The study demonstrated that using Leapfrogs' reading program improved the students' vocabulary, decoding, and comprehension skills, and thus improved their reading fluency. Data was analyzed for (1) individual test scores on the Open Court reading fluency assessment- initial and final, (2) Leapfrog skill cards completion and scores, (3) comparing Group OpL (Open Court and Leapfrog) to Group OpO (Open Court only) scores on the Open Court reading fluency assessment- initial and final.
Findings suggested that the participants in Group OpL and in Group OpO had similar results. The average increase for Group OpO from initial to final scores was six words per minute. The average increase for Group OpL from initial to final scores was seven words per minute. The findings, based on the participants' averages, indicated that there was an increase of one word per minute in the OpL group. The findings also indicated that the OpL group began at a lower score on their fluency than the OpO group. Therefore, the OpL group increased their fluency score by seven words per minute, based on their fourth scores and their final scores. The findings also indicated that the OpL group, despite their low reading fluency scores, had an interest in the Leapfrog computer program.
Implications for further study include sampling from a larger participation selection to eliminate the outside influences that will occur. Further studies should also include a longer duration of Leapfrog time and frequency. The elimination of the fluency folders in both Group OpL and Group OpO may have made a more significance difference. Since both classes were receiving additional support for their fluency, the Leapfrog did not make a more significant result.