Repeated reading of core text: A study of reading fluency among below-level readers.

摘要

This research explored the use of the Scott Foresman Reading Street (2008) grade level material in the form of a repeated reading intervention for struggling students Grades 3--5. The intervention used adult volunteers to model and implement 10 minute one-to-one sessions, provided corrective and performance feedback, graphed student progress as a form of motivation; supplemental to the student's regular reading routine. An experimental, quantitative posttest-only design was used to compare the fluency scores of students who received the 8 week treatment (n = 15) against the control group (n = 15). Thirty students, in two elementary schools, scoring well below benchmark on the DIBELS Next oral reading fluency assessment were randomly assigned to each group. No significant difference was found between groups. Recommendations for further exploration of grade level text including timing, length, and participants are included.