Effectiveness of Repeated Reading Along With Self-Evaluation on Reading Fluency
Average rating
Cast your vote
You can rate an item by clicking the amount of stars they wish to award to this item.
When enough users have cast their vote on this item, the average rating will also be shown.
Star rating
Your vote was cast
Thank you for your feedback
Thank you for your feedback
Author
Strassner, Lindsay RaeKeyword
Reading FluencyReading Comprehension
Fluency Intervention
Reading Strategy
Oral Fluency
Accuracy
Date Published
2007-07-23
Metadata
Show full item recordAbstract
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.