Running head: PARENT TO CHILD READING AND IMPROVEMENTS IN FLUENCY

Daily Parent to Child Reading and Improvements in Fluency

Action Research
Aimee Rose
EDUC 526 Capstone Experience in Digital Teaching and Learning
Professor: Joanne Gilbreath
San Diego Campus

PARENT TO CHILD READING AND IMPROVEMENTS IN FLUENCY

Abstract
The purpose of this action research project was to investigate the effect of daily parent to child
reading to fluency in terms of words per minute. The action (reading) was conducted for 30
minutes 5 times per week over a period of four weeks. Included in the reading sessions were
comprehension models and questions. The results indicated that reading for 30 minutes did not
significantly increase words per minute. Final results showed a decrease in words per minute.
The results did reveal an increase in comprehension and expression. There were multiple factors
that could have affected results including ongoing reading instruction in the classroom and time
spent reading directly prior to the assessment. Comprehension models and questions during the
reading session likely affected the positive correlation with reading and comprehension. Further
research should explore this with other factors controlled to ensure causal relationship is
accurate. There are multiple positive effects of reading on the parent child relationship not
explored here. However, this experience allowed for increased quality of time and attention in a
1:1setting.

PARENT TO CHILD READING AND IMPROVEMENTS IN FLUENCY

Introduction
Children are expected to acquire reading skills at a rapid pace and early age. This is one of, if not
the most foundational skill to academic success. New Common Core standards have raised the
bar. Students need all the reading practice they can get. However, children need modeling,
guidance, and clear expectations for learning. Students expect to read at school but many
households to not set expectations for reading at home. To determine if implementing a parent to
child reading routine would positively affect child reading fluency action was taken to answer
the question Will reading to your child for 30 minutes, 5 times per week with included
comprehension questions increase child reading fluency in words per minute?.

Implementation
To begin the action research a baseline was established for the 6 year old first grade female
subject with a formal assessment from The Six Minute Solution: A Reading Fluency Program
(Intermediate Level). Results indicated a baseline of 86 words per minute average. Next, we
chose a book together that would be interesting enough but just above the independent reading
level of the child. She was a level M DRA and we chose a level N book entitled The Chocolate
Touch. We read approximately 1 chapter per night leaving some time for comprehension
questions throughout the reading session. Each week informal assessments were administered
while the subject read a variety of books of interest independently. At the end of the four weeks
final formal assessments were conducted with the original assessment tool.

PARENT TO CHILD READING AND IMPROVEMENTS IN FLUENCY

Results
Results indicate that on formal measures the action did not have a positive effect of words per
minute. Final measures indicated an average score of 76 words per minute. However, the formal
assessments where not preferred subjects and there was no warm up time with reading prior to
the assessment. In contrast, the informal data per week did reflect an increase in words per
minute in preferred reading materials chosen by the subject. According to observation as an
informal data collection during the reading sessions, there was also an increase in comprehension
including prediction and inference, as well as in expression of ideas and thoughts. An additional
positive result was increased bonding experience between parent and child.

Conclusions
Although parent to child reading sessions did not have a direct positive result of fluency in terms
of words per minute it did have a positive impact on comprehension and expression. In fact, it
may be true that words per minute were decreased due to subject attempt at more deeply
understanding the content being presented. Parent and child relationship was positively affected
by an increase in quality and quantity of time spent together. To determine a quantitative measure
for each of these, further research would be needed to isolate these variables.

General Comments
Reading to your child is wonderful opportunity to strengthen both their reading skills and your
relationship with the child. Children need to understand that reading is a skill for life and not just

PARENT TO CHILD READING AND IMPROVEMENTS IN FLUENCY

a skill for school. They need help practicing their listening and speaking skills to become better
communicators in the classroom and in their relationships outside of the school such as the ones
they have with you at home. Parents should take the time to invest in the success of their children
by increasing their quality reading practice time at home.

PARENT TO CHILD READING AND IMPROVEMENTS IN FLUENCY

References

Adams, G., & Brown, S. (2007). The six-minute solution: A reading fluency program
(intermediate level) grades 3-6. Longmont, Colo.: Sopris West Educational
Services.
Catling, P., & Apple, M. (1979). The Chocolate touch (Newly illustrated ed.). New
York, New York: Morrow.