Open AccessThe Effectiveness of Repeated Reading on Increasing the Reading Fluency of Struggling Readers
Author(s) -
Ashley J. Holder
Publication year - 2017
Publication title -
international research in higher education
Language(s) - English
Resource type - Journals
eISSN - 2380-9205
pISSN - 2380-9183
DOI - 10.5430/irhe.v2n2p74
Subject(s) - fluency , reading (process) , psychology , intervention (counseling) , repeated measures design , developmental psychology , mathematics education , linguistics , mathematics , philosophy , statistics , psychiatry
The purpose of this study was to determine the effectiveness of repeated reading intervention for increasing the reading fluency of an elementary student reading below grade level. Measures compared the fluency of a first grade student reading below grade level after participating in a repeated training for six weeks. Assessments to determine fluency prior to and after training were conducted to evaluate the effectiveness of the repeated reading intervention on the fluency scores of the student.Results of this study, based on pre and post-assessment data, indicated that repeated readings are an effective practice for increasing the reading fluency of struggling readers. The student showed significant improvement with her reading fluency. In addition, she showed gains on her running record and oral reading fluency scores.