Abstract
- In this study, a randomized design was used to investigate the effects of an enriched reading program on elementary students' oral reading fluency and reading comprehension. The Schoolwide Enrichment Reading Framework (SEM-R) provides enriched reading experiences by exposing students to books in areas of interest, daily supported independent reading of challenging self-selected books accompanied by differentiated reading instruction, and interest-based choice activities in reading. In this study, the SEM-R was used to explore the effects of adding planned enrichment strategies and independent reading to the regular curriculum’s basal reading programs in both bilingual and English speaking classes. The study was conducted for 14 weeks during the spring semester in one priority urban elementary school. Students were randomly assigned to the SEM-R treatment group for one hour of a two hour language arts block and continued regular language arts basal program during the second hour, or the control group in which the regular basal program was taught for the entire two-hour block. Teachers were also randomly assigned to teach either group. Significant differences favoring the treatment group were found in oral reading fluency and reading comprehension, suggesting that an enriched reading program that challenges and engages students may produce higher oral reading fluency and reading achievement than the standard basal reading program alone.