The Effects of Repeated Readings on Fluency Transference with Dysfluent Readers in the Middle School

Abstract

The purpose of this study was to determine if improvement in middle school students' oral reading fluency through the Repeated Reading technique would transfer to their reading of new material. Six dysfluent middle school students worked individually with the researcher twice a week. Each 20 minute session involved an initial recorded reading and subsequent recorded readings of a 150-300 word passage, until read at a rate of 100 words-per-minute or better. Passages were of narrative material at the subject's instructional reading level. Reading rate and word recognition accuracy were recorded graphically to enable the subject to monitor his/her progress. This process continued through six passages. A single reading of a seventh passage was then recorded. Reading rate and word recognition accuracy were compared to previous readings. Examination of the data indicated that there was no educationally significant transference of oral reading fluency to the reading of new material for these subjects over the treatment period.