Effectiveness of Repeated Reading Along With Self-Evaluation on Reading Fluency

Abstract

The purpose of this study was to investigate the effectiveness of immediate repeated reading and self-assessment of short passages, poems, arid phrases on all aspects of oral reading fluency and reading accuracy reading rate. Two male and one female third grade students were selected based on classroom teacher recommendation. The children who were chosen were not considered "at risk" students, they just needed a little extra push to reach and stay at grade level. Repeated read aloud opportunities were created for the children, by the researcher, in regular one-on-one sessions for the duration of two week periods. The children were given a choice of several passages, poems, or group of phases and asked to read them a total of three times in one session. The text choices were matched by the researcher upon prior assessed reading level by classroom teacher. The fluency interventions, including echo reading, repeated reading, audio book modeling, and teacher modeling. The one-on-one fluency sessions gave the students the opportunity to think critically about their own reading, and discuss areas of strengths and how they can improve. Results indicate that using manageable text while working independently with a child on specific fluency strategies was positively associated with overall oral reading fluency and accuracy rate.