The Repeated Reading method of reading instruction is a supplemental practice technique designed to increase word identification and reading skills in general. Two variations of the Repeated Reading technique were employed in a study with 28 learning disabled subjects. The study was designed to assess the effects of 16 sessions of Repeated Reading training on the students' reading speed, accuracy and comprehension. In addition, the differential effectiveness of each variation of the technique was assessed. One variation of the technique included a comprehension variable as well as fluency training while the other focused only on increasing speed and accuracy. Data was collected on each of the variables in pre and post testing, and in each of the 16 training sessions. Results demonstrated significant increases in speed and accuracy from pre to post testing for both groups. No differential effects between groups were found. Across session analyses indicated a significant increase in accuracy, but not in speed for both groups. Again, no group differences were found. The comprehension manipulation was found to have had a small but positive effect on the comprehension focus group. Results lend credence to the use of Repeated Reading as a viable supplemental reading technique. Further longitudinal research is needed to tease out the important components of this encouraging method of reading instruction. / Source: Dissertation Abstracts International, Volume: 51-02, Section: A, page: 0467. / Major Professor: Joseph Torgesen. / Thesis (Ph.D.)--The Florida State University, 1989.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_78178 |
| Contributors | Selvey, Anne Smith., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 67 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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