The constant pattern I found was that The Six Minute Solution was beneficial for struggling students needing improved fluency. The one benefit of the program was that it improved comprehension as well, but is not a leading part of the program. Stated in The Effects of Repeated readings and Attentional Cues on Reading Fluency and Comprehension, the authors state “the effects on comprehension should not be considered as only a secondary purpose for using this methodology” (O’Shea et al., 1985). The National Research Center on Learning Disabilities also states that children in the tier 2 & 3 groupings show improved scores on the AIMSweb R-CBM test.
These common themes are important for my project because the goal is to increase R-CBM and MAZE scores on the AIMSweb. Fluency is important for both of these tests, however Comprehension is needed to answer the questions on the MAZE. Because this test is like a cloze reading, the students must be able to fluently read fast and choose the correct word (in a choice of three) to make the sentence correct. If the student doesn’t understand what they read, a wrong choice makes no difference. In Closing the Reading Fluency gap in Six Minutes, Hanzel states “Reading fluency is an issue beginning in first grade and continuing…for readers who seem to lack fluency struggle through all reading” (Hanzel, 2013).
I feel that all the articles I found, read and reviewed, seemed to move toward the same conclusion. I know that from the practice we have done in the classroom, the students love the program, and look forward to it. I have sampled some of the material and have seen improvement based on student graphs and list created.