This researcher investigated the effects of repeated reading, performance feedback, and systematic error correction on the reading fluency of three secondary English language learners (ELLs) with a specific learning disability (SLD) in reading. A multiple baseline reversal design across subjects was used to explore the effects of repeated reading on two dependent variables: reading fluency (words read correctly per minute; wpm) and number of errors per minute (epm). Data were collected and analyzed during baseline, intervention, and maintenance probes.Throughout the baseline phase participants read a passage aloud and during intervention phases, participants read a passage aloud and received error correction feedback. During baseline, reading was followed by fluency assessments. During intervention, reading was followed by three oral repeated readings of the passage. Maintenance sessions occurred 1, 2, and 3 weeks after the intervention ended.The researcher of this study concluded that repeated reading had a positive effect on the reading abilities of ELLs with a SLD in reading. Participants read more wpm and made fewer epm. Additionally, maintenance scores were slightly varied when compared to the last day of intervention; however, maintenance scores were higher than baseline means.The researcher of this study demonstrated that repeated reading improved the reading abilities of ELLs with a SLD in reading. On maintenance probes 1, 2, and 3 weeks following intervention mean reading fluency and errors per minute remained above baseline levels. Future researchers should investigate the use of repeated reading in ELLs with a SLD in reading at various stages of reading acquisition. Further, future researchers may examine how repeated reading can be integrated into classroom instruction and assessments.

This study investigated the effect of repeated reading on the reading achievement of middle school students with visual impairments. Using a matched subject research design, two pairs of students were matched on the following variables: reading level, reading medium and the presence or absence of additional disabilities. One student from each matched pair was randomly selected for the repeated reading intervention. The corresponding student in the pair was assigned to the control group. The repeated reading method used in this study required the student to reread a passage three times. The nonrepetitive method required the student to read a wide variety of young adult literature without any rereading of the text. The amount of time engaged in reading remained equivalent for the students in the matched pairs. The students were administered a preand posttest and the repeated reading intervention was conducted over a five week period. The mean differences in reading rate, correctly read words and comprehension were compared to determine if repeated reading was more effective than wide reading in improving reading fluency and comprehension. In addition, the study investigated if the gains in fluency using repeated reading generalized to new text. The results of the study indicated that there was not a significant difference between repeated reading and wide reading on reading rate, correctly read words or comprehension. In addition, the students who participated in the repeated reading showed a gain in fluency when rereading the same passage; however the gains in fluency were not transferred to new text. Repeated reading was not more effective than an equivalent amount of wide reading for improving fluency.

The purpose of the study was to examine the efficacy of video self-modeling as a reading fluency intervention for elementary school students. The participants were 10-year-old male students, and they were enrolled in 4th or 5th grade. All of the participants carry disabilities, including Autism Spectrum Disorder or Attention Deficit/Hyperactivity Disorder. 2 participants participated in the study in a clinic setting, and one participant participated in the study in a school setting. Before attending the intervention sessions, the participants attended pre-participation assessment sessions to evaluate if their current reading skills and behavioral repertoire met the purposes of the current study. Following the screening procedures, the participants participated in the baseline measurements, video developments, alternating treatments phase, confirmatory phase, and follow-up phase. The results indicated the stand-alone Video Self-Modeling was efficacious for 2 out of 3 participants, and the Video Self-Modeling as a supplemental intervention component showed its efficacy for 1 participant. The findings showed various practical implications. Limitations and future studies are also discussed.

Repeated reading has been used for over 30 years. In the publication of the National Reading Panel Report, repeated reading was listed as an effective strategy for developing fluency. Yet, repeated reading’s efficacy has been recently questioned. Understanding the “how-to” of efficiently using evidence-based practices would allow teachers to deliver successful, time-sensitive instruction and intervention to students. This study was based on two research questions. First was a gain score (increase between a student’s first read and their final repeated reading), a better model and therefore a better criterion than the currently popular criterion of reaching a set words-read-correctly-perminute (WRCM) hot read, such as Samuels’ criterion of 95 WRCM. The study’s second question was exploring which demographic variables, such as age, ethnicity, gender, current reading ability, and socioeconomic status (SES), played a significant role in predicting the effectiveness of using weekly repeated reading scores as a predictor of benchmark reading measures at midyear and end-of-year outcome measures. The study used a unique theoretical multilevel path model to explore repeated reading. A complex model was developed to study (a) the growth of a student’s ability to read words with speed and accuracy and (b) how student demographic features affect growth rates. It was found that a hot read advancement criterion provided a better model fit than the hypothesized advancement criterion of a student’s increase or gain between cold and hot reads. Student growth during repeated reading was found to be constant once a minimum WRCM criterion was reached. While repeated reading was shown to be a strategy that worked equally well for all students, the strategy was shown to be highlyeffective for English-language learners and showed promise in helping to closing the achievement gap. Limitations were discussed and recommendations provided.

Thesis (Ed. S.)--Miami University, Dept. of Educational Psychology, 2008. / Title from first page of PDF document. Includes bibliographical references (p. 18-20).

No description available.

No description available.

No description available.

This study explores the effects of different methods employed by language teachers, namely assisted repeated reading (Taguchi, Gorsuch, Takayasu-Maass, & Snipp, 2012) and morphological and syntactic explanation (Tong, Deacon, & Cain, 2013), to improve language learners' reading fluency and reading comprehension, respectively. Volunteers from students enrolled in Japanese 301 through 322 classes at Brigham Young University (BYU) participated in this study. The participants (a) submitted a background questionnaire and consent form, (b) attended a one-hour session in the testing lab, and (c) attended a second one-hour session in the testing lab. Each testing session consisted of the participants making a pre- and post- reading recording and taking reading comprehension tests for two separate reading scripts. Each participant submitted a total of eight reading recordings and eight sets of answers to five reading comprehension questions. The reading texts were chosen from 3-kyu (3rd level of 5, which was deemed to be intermediate by the researcher) of the Japanese Language Proficiency test (JLPT), with a minor modification. Each recording and answer sheet submission was then graded and recorded. The differences between the pre- and post-test scores were then examined to determine the effectiveness of each treatment employed. The treatments included were: (a) assisted repeated reading, (b) assisted repeated reading followed by morphological and syntactic explanation, (c) morphological and syntactic explanation, and (d) morphological and syntactic explanation followed by assisted repeated reading. The analysis of the resultant data revealed that although there was a statistically significant increase in scores for each of the methods and there were differences in the scores between the different methods, there was not a significant difference between the methods. However, one of the important implications that can be drawn from this study is that a short fluency-building exercise of 2-5 minutes can yield significant gains in the language learners, in both reading fluency and in reading comprehension.

Reading fluency is the ability to decode connected text with accuracy and speed (Archer, Gleason, & Vachon, 2003; Daly, Neugebauer, Chafouleas, & Skinner, 2015), and is generally measured by how many words a student can read in a minute. Selfefficacy is the judgment people make about their own performance levels for specific abilities, which affects their motivation and behaviors concerning those abilities (Bandura, 1977). It is unknown if repeated reading or interval sprinting reading interventions have an effect on reading self-efficacy. Two third-grade students with low reading fluency participated in an alternate treatment design, using repeated reading and interval sprinting reading interventions. After each session, reading self-efficacy was assessed using the Children’s Intervention Rating Profile (CIRP; Witt & Elliot, 1985). Results indicated that neither student’s reading fluency increased as expected with single session dosage, but their reading self-efficacy did increase for both the repeated reading and interval sprinting interventions. Student 2 demonstrated an increase in reading fluency and reading self-efficacy following the repeated reading intervention when the intervention dosage was increased. Both students reported increases in reading self-efficacy, even when their reading fluency did not increase, suggesting these interventions may provide benefits beyond simply increasing the number of words a student can read in one minute