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The Impact of C-PEP (choral Reading, Partner Reading, Echo Reading, and Performance of Text) on Third Grace Fluency and Comprehension Development false
By:Wendy Annette Ellis,University of Memphis
Published on 2009 by
Abstract: The purpose of this research was to determine the efectiveness of choral reading, partner reading, echo reading, and performance of text (C-PEP) as instructional strategies for fluency development in a classroom setting. C-PEP is a sequenced series of fluency intervention, which includes choral reading, partner reading, echo reading, and performance of text, whereas traditional basal instruction may contain these instructional strategies in isolation. Four research questions were posed that included: (a) Does the C-PEP intervention improve prosody compared to traditional basal instruction for students in a third grade classroom?, (b) Does the C-PEP intervention improve reading rate compared to traditional basal instruction for students in a third grade classroom?, (c) Does the C-PEP intervention improve accuracy compared to traditional basal instruction for third grade students in a third grade classroom?, and (d) Does the C-PEP intervention improve reading comprehension compared to traditional basal instruction for students in a third grade classroom. Students received pre-assessment and post-assessment by the research on a series of reading measures as a means of identifying both near (fluency) and far (comprehension) transfer using the Qualitative REading Inventory-4 (QRI) and The National Assessment of Educational Progress Oral Fluency scale (NAEP). The major finding of this study revealed that the C-PEP intervention increased conprehension. Reading rate, prosody, and accuracy improved based on the data from the pre-assessment and post-assessment for both the treatment and control groups.
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The Impact of C-PEP (choral Reading, Partner Reading, Echo Reading, and Performance of Text) on Third Grace Fluency and Comprehension Development -Wendy Annette Ellis,University of Memphis-
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