Using Repeated Reading to Improve Reading Speed and Comprehension in Students with Visual Impairments

Abstract

Introduction This study evaluated whether children with visual impairments who receive repeated reading instruction exhibit an increase in their oral reading rate and comprehension and a decrease in oral reading error rates. Methods A single-subject, changing-criterion design replicated across three participants was used to demonstrate the association between a repeated reading intervention and the oral reading rate, comprehension, and error rate. Results Visual analysis of the data indicates that there was a functional relation between repeated reading and oral reading rate for two participants, and a functional relation between repeated reading and comprehension for all participants. There was not a functional relation between repeated oral reading and error rate. Discussion Based on the results of this study, repeated reading appears to be an effective practice for some students with visual impairments. Implications for practitioners Teachers and parents can engage children in repeated reading activities in an effort to develop automaticity in reading and to improve oral reading rates.

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