Comedy Hour: Using Audio Files of Joke Recitations to Improve Elementary Students' Fluency

  • Emily Mitchell University of Tennessee
  • Kristin Rearden University of Tennessee
  • Dawn Stacy University of Tennessee

Abstract

The purpose of this study was to measure changes in fluency components in three struggling readers. Intervention strategies were implemented over a span of four weeks in a second grade classroom. Strategies included teacher modeling, self-rehearsal, and audiotape analysis. Automaticity and prosody in initial audio recordings of joke recitations were compared to the final readings of the same jokes. Progress was also monitored by students’ engagement in a class-wide weekly performance to present their jokes to peers. Results of this study indicated an increase in automaticity and prosody as well as an increase in confidence in oral reading.

 

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Author Biographies

Emily Mitchell, University of Tennessee
Emily Mitchell is a graduate student in the Department of Theory and Practice in Teacher Education at the University of Tennessee.
Kristin Rearden, University of Tennessee
Kristin Rearden is a clinical associate professor in the Department of Theory and Practice at the University of Tennessee.
Dawn Stacy, University of Tennessee
Dawn Stacy is an elementary teacher and mentor for the elementary teacher licensure program at the University of Tennessee.
Published
2011-07-31
How to Cite
Mitchell, E., Rearden, K., & Stacy, D. (2011). Comedy Hour: Using Audio Files of Joke Recitations to Improve Elementary Students’ Fluency. Current Issues in Education, 14(2). Retrieved from https://cie.asu.edu/ojs/index.php/cieatasu/article/view/651
Section
Articles