At the end of the eight weeks, 13 out of my 17 students met the Spring AIMSweb Plus benchmark score of 70 words per minute on the oral reading fluency passage. Prior to the implementation of the Capstone project, only 3 out of 17 students had met the benchmark score of 70 words per minute. As students graphed their repeated reading scores each week, we saw a significant increase from their cold read every Monday to their "hot" read every Friday. The repeated reads allowed students to build automaticity with sight words so that when they were assessed on their oral reading fluency, they were able to recall more words quickly. I also noted that over time, the students' initial cold read scores on Mondays improved from Week 1 to Week 8. During week 2, students words had spiked as they wanted to beat their last score. This resulted in more errors as they were not being as careful. The most significant increase in scores was from Student A. This student had the most improvement of the course of the study because he was competitive by nature and always wanted to beat his last score. He also worked hard to learn the phonics patterns each week. On the other hand, Student E only improved by 13. Although I was encouraged to see some growth, it is possible that the inability to stay focused contributed to less improvement for this student. Students with learning disabilities need additional repetition and practice and 8 weeks was not long enough to see a large amount of improvement. The weekly repeated reads also matched the phonics skill of the week. Students were able to see the skill multiple times in the passage to connect to their learning. I was able to see this carry over of skills into their whole-group reading as well. Scores on the weekly unit tests also showed improvement. This showed that the success of weekly repeated reading carried over into the other areas. Specifically, 13 out of 17 students scored a 70 or higher on the AIMSweb Plus Oral Reading Fluency Assessment. This can be attributed to students having acquired a larger sight word base as a result of the exposure of text during repeated readings. Students were able to recall words at a faster rate and therefore were able to read more fluently. 

      While administering the repeated reads I also collected data on the errors students made while reading. This data helped me to make instructional decisions on what phonics skills needed to be explicitly taught. I individualized the weekly instruction by teaching the skills students struggled with and used the Elkonin boxes as a tool for students to see the parts of the word. 

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       In addition, I took anecdotal notes throughout the course of my study. These helped me observe any error patterns students were continuously making. I would them provide extra practice using the Elkonin boxes and explicit instruction. I noticed throughout my anecdotal notes students were more readily using a variety of decoding strategies to decode unknown words. This is a result of the direct teaching and prompts provided during small group reading instruction.