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| Bringing Fluency to the People: Lessons from a Community-based Free After-school Tutoring program |
| Sunday, May 25, 2008 |
| 9:00 AM–10:20 AM |
| Williford A |
| Area: EDC/CSE; Domain: Applied Research |
| Chair: Jonathan Weinstein (University of Mississippi) |
| Abstract: The purpose of this symposium is to discuss the impact of fluency training on a number of learning outcomes for data collected at a free after-school tutoring program. Among the variables examined included tests of retention, endurance, and the effects of fluency training on student achievement at school. Lastly, data will be presented describing our efforts to intervene on the challenging behavior of one special student. |
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| The Effects of Fluency Training on Retention. |
| CLARK ORTKIESE (University of Mississippi), Jonathan Weinstein (University of Mississippi), Kelly G. Wilson (University of Mississippi), Kate Kellum (University of Mississippi) |
| Abstract: The literature of fluency training is replete with demonstrations of retention among participants who have achieved a specified fluency criterion (Johnson & Layng, 1996; Binder, 1996; Porritt, 2007). In the current study, retention of pre-skills relating to literacy (e.g., phonemic awareness) was examined following a naturally occurring break in the tutoring program. Data will be presented comparing the results of students who did and did not achieve the pre-determined fluency criterion. |
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| The Effects of Fluency Training on Endurance. |
| JASMINE E. SULLIVAN (University of Mississippi), Jonathan Weinstein (University of Mississippi), Kelly G. Wilson (University of Mississippi), Kate Kellum (University of Mississippi) |
| Abstract: The literature of fluency training has numerous demonstrations of endurance among participants who have achieved a specified fluency criterion (Johnson & Layng, 1996; Munson, 1998; Porritt, 2007). In the current study, retention of pre-skills relating to literacy (e.g., phonemic awareness) was examined following a naturally occurring break in the tutoring program. Data will be presented comparing the results of students who both did and did not achieve the pre-determined fluency criterion. |
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| The Effects of Fluency Training on Academic Achievement. |
| RACHEL LEWIS (University of Mississippi), Jessica C. Barnes Nicklay (University of Mississippi), Jonathan Weinstein (University of Mississippi), Kelly G. Wilson (University of Mississippi), Kate Kellum (University of Mississippi) |
| Abstract: One important goal of the community-tutoring program receiving the fluency intervention is to improve student achievement in school. Data will be presented examining the relationship of the program to student achievement as measured by grades, attendance and other available data. |
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| How We Dealt with Challenging Behavior. |
| ALYSSA N. WILSON (University of Mississippi), Jonathan Weinstein (University of Mississippi), Kelly G. Wilson (University of Mississippi), Kate Kellum (University of Mississippi) |
| Abstract: This symposium will discuss an intervention applied to one particularly challenging participant at an after-school tutoring program. The intervention was used to increase the targeted behavior, reading, and decrease noncompliance and escape maintained behavior. Interventions used included taking turns between researcher and subject, short breaks involving a reinforcing activity, and working with peers. Data will be presented demonstrating the effectiveness of the interventions on the number of trials completed, as well as the latency between trial blocks. |
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