Abstract
Reading is a fundamental skill for success in school and as an adult. However, many children and adults experience difficulties reading. Previous research has demonstrated that repeated readings is an effective intervention for increasing both fluency and comprehension for elementary age readers of all skill levels. However, the impact of repeated readings on fluency and comprehension has not been examined with secondary students with reading deficits. The purpose of this study was to examine the effectiveness of repeated readings for increasing four secondary student's fluency on passages at their instructional level, at the ninth grade level, and on generalization passages from their school curriculum. Furthermore, the effects on comprehension were also explored. A comparison group of average readers served as an estimate for how fluently secondary students read. The results of this study demonstrated that fluency improvements were achieved for all of the participants with just ten additional hours of practice. Effects on comprehension were not as clear. Limitations and future directions for research are discussed.
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Valleley, R.J., Shriver, M.D. An Examination of the Effects of Repeated Readings with Secondary Students. Journal of Behavioral Education 12, 55–76 (2003). https://doi.org/10.1023/A:1022322422324
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DOI: https://doi.org/10.1023/A:1022322422324