Benefits of Repeated Reading Intervention for Low-Achieving Fourth- and Fifth-Grade Students

Abstract

Many students have difficulty achieving reading fluency, and nearly half of fourth graders are not fluent readers in grade-level texts. Intensive and focused reading practice is recommended to help close the gap between students with poor fluency and their average reading peers. In this study, the Quick Reads fluency program was used as a supplemental fluency intervention for fourth and fifth graders with below-grade-level reading skills. Quick Reads prescribes a repeated reading procedure with short nonfiction texts written on grade-appropriate science and social science topics. Text characteristics are designed to promote word recognition skills. Students were randomly assigned to Quick Reads instruction that was implemented by trained paraeducator tutors with pairs of students for 30 minutes per day, 4 days per week, for 18 weeks. At posttest, Quick Reads students significantly outperformed classroom controls in vocabulary, word comprehension, and passage comprehension. Fluency rates for both treatment and control groups remained below grade level at posttest.

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