Date of Award

5-2016

Culminating Project Type

Starred Paper

Degree Name

Special Education: M.S.

Department

Special Education

College

School of Education

First Advisor

Kyounghee Seo

Second Advisor

Mary Beth Noll

Third Advisor

Edward Sadrai

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Abstract

The purpose of this starred paper was to conduct a literature review regarding the effectiveness of repeated reading interventions on the reading fluency for struggling readers at the elementary grade level. A total of ten studies published from 2005 to 2015 were reviewed. Overall, the results revealed that repeated reading was an effective method to increase students’ oral reading rates and accuracy on practiced passages. These gains in fluency also transferred to new passages when there were high overlapping words across reading materials. The findings also indicated that fluency was related to comprehension skills. The repeated reading interventions have been effective in improving oral reading fluency both alone and in combination with other reading strategies. However, the current findings suggested that implementing repeated reading, along with other explicit instruction in students’ reading skill deficit, would maximize low-skilled students’ reading outcomes. Recommendations for future research and implications for current practice are discussed.

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