The Effects Of Class Size On Second Grade Struggling Readers’ Oral Reading Fluency Achievement in a Public Elementary School

Apr 18th, 2013 | Category: Dissertation Abstracts @ Concordia
By Joshua Heath Conley

Abstract

In reviewing the previous literature regarding the effects of class size on student achievement, some studies conclude that smaller class size significantly increased student achievement, while others indicate no evidence of smaller class size effecting student achievement.

The purpose of this research was to investigate the effects of class size on struggling readers’ oral reading fluency achievement.

It presents findings from a mixed methods study of 37 struggling readers in the second-grade who were randomly assigned to transitional (student to teacher ratio of 18:1) and traditional (student to teacher ratio of 24:1) classroom settings during the 2011-2012 school year.

If class size were influential on students’ oral reading fluency achievement, one would expect to see a statistically significant difference in Reading-Curriculum Based Measurement outcomes of students who were educated in smaller classes versus those who were educated in larger classes. This research concludes that there is no difference.

Key terms: elementary, struggling readers, oral reading fluency, reading-curriculum based measurement

Author Information

Contact: Joshua Heath Conley, Ed.D., Leadership, Specialization: Educational Leadership, Concordia University of Chicago, 2012, joshconley@me.com

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