Effects of Assisted-Repeated Reading on Students of Varying Reading Ability: A Single-Subject Experimental Research Study.

Abstract

This study examined the effects of assisted-repeated reading on four first grade students whose reading ability varied (a special education student, a non-classified poor reader, an English Language Learner (ELL) student, and a general education student) to determine if an assisted repeated reading intervention is differentially effective for students of differing academic profiles. The students engaged in assisted-repeated reading two times a week for eight weeks. Each session lasted 10 to 15 minutes. A baseline was established for each student prior to the start of the intervention. Subsequently, initial and final readings were recorded at each session. The findings of this study support a positive relationship between assisted-repeated reading and improved reading fluency, with the greatest gains made by those students whose reading difficulty stemmed from a decoding deficiency-- the special education student and the non-classified poor reader. Results are interpreted in light of LaBerge and Samuels (1974) Automatic Information Processing Model.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 21 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.