This study investigated the effects of repeated reading of decodable and less decodable text on oral reading fluency, specifically accuracy and correct words read per minute. In addition the study sought to determine if a particular text type facilitated oral reading fluency for good, average, or poor readers. Participants read either decodable or less decodable texts or received regular classroom instruction. The two treatment groups reread two narrative and one informational text using four different techniques, (e.g. echo, choral and two variations of partner reading). The comparison group read a different leveled text each week as part of their regular classroom instruction. The leveled text was not reread. Treatment and comparison groups did not differ on post measures on nonsense word fluency or passage reading. Both treatment groups regardless of ability level increased significantly in words read correctly for each story. Thus, the repeated reading of text did have an effect on correct words read per minute. There was no significant difference between the groups reading decodable and less decodable text for two of the three stories read, regardless of reading ability. There was a significant difference between the two groups of low ability readers on one story, with the students reading decodable text making a significant gain in oral reading fluency.
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