ALL REPEATED READING FLUENCY STRATEGIES ARE NOT CREATED EQUAL

2017 ◽  
Author(s):  
Melinda Carver ◽  
Carol Todd ◽  
Melinda Bubp
Keyword(s):  
Reading Fluency ◽  
Repeated Reading

Repeated Reading and Reading Fluency in Learning Disabled Children

1985 ◽  
Vol 20 (2) ◽  
pp. 180-188 ◽  
Author(s):  
Carol A. Rashotte ◽  
Joseph K. Torgesen
Keyword(s):  
Reading Fluency ◽  
Repeated Reading ◽  
Learning Disabled ◽  
Disabled Children

scholarly journals Overcoming reading comprehension difficulties through a prosodic reading intervention: A single-case study

2019 ◽  
Vol 35 (1) ◽  
pp. 75-88 ◽  
Author(s):  
Nuria Calet ◽  
M. Carmen Pérez-Morenilla ◽  
Macarena De los Santos-Roig
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Reading Intervention ◽  
Reading Interventions ◽  
Single Case ◽  
Repeated Reading ◽  
Conclusive Evidence ◽  
Prosodic Features ◽  
Single Case Design ◽  
The Impact

Apart from speed and accuracy, prosody has recently been included as another component of skilled reading, as its role in reading comprehension is being increasingly recognized. Prosodic reading refers to the use of prosodic features of language during reading, including suitable pauses, stress and intonation and appropriate phrasing. The aim of this research was to examine the impact of a prosodic reading intervention on the reading comprehension of a fourth-grade primary child with specific reading comprehension difficulties. An AB single-case design was used with baseline (A) and treatment (B) phases. The intervention, in 17 sessions, was based on repeated reading with a focus on expressiveness. Results pointed to improved reading fluency and reading comprehension scores over baseline scores. Nevertheless, more studies are needed to show conclusive evidence for improved comprehension as a result of prosody intervention. The implications of prosodic reading interventions for literacy development are discussed.

Using a Repeated Reading Program to Improve Generalization of Oral Reading Fluency

2011 ◽  
Vol 34 (1) ◽  
pp. 115-140 ◽  
Author(s):  
Ya-yu Lo ◽  
Nancy L. Cooke ◽  
A. Leyf Peirce Starling
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Repeated Reading ◽  
Reading Program

Enhancing Oral Reading Fluency (ORF) Through Computer Assisted Repeated Reading (CARR)

2021 ◽  
Vol 17 (1) ◽  
pp. 207
Author(s):  
Hasimah Ja’afar ◽  
Wan Mazlini Othman ◽  
Hema Vanita Kesevan ◽  
Budi M.S
Keyword(s):  
Struggling Readers ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Repeated Reading ◽  
Rural Students ◽  
Computer Assisted ◽  
Single Subject ◽  
Word Decoding ◽  
Reading Accuracy

This study was carried out to investigate the effectiveness of using the Computer Assisted Repeated Reading (CARR) technique to enhance Form One rural students’ oral reading fluency (ORF). The single subject experimental design (SSED) which emphasised on the individual participant was used to collect data. Five students participated in this 12 week study in which the CARR intervention was carried out two times a week. CARR, the adaptation of the CBM/ORF procedure was used to improve the participants’ accuracy and automaticity in word decoding. Each participant’s accuracy and automaticity in word decoding before and after intervention were charted on line graphs. Accuracy was determined by the percentage of words read correctly. The participant’s initial reading accuracy which stood at   96.7%, 94.2%, 96.6%, 97.3% and 97.1% showed that they could only read at instructional level. After the CARR intervention their reading accuracy improved and stood at 98.8%, 99.2%,97.2%,98.8% and 98.0%.This showed that they can  now read the assessment texts or other texts of comparable difficulty independently. Automaticity was determined by the reading rate or words read correctly per minute (WCPM). The participant’s initial WCPM was between 104 to 143 WCPM, 85 WCPM to 127 WCPM, 99 to 128, 57 to 209 WCPM and 103 and 163 WCPM. After the CARR intervention their reading automaticity improved between 108 to 158 WCPM, 99 to 146 WCPM, 99 to 135, 52 to 120 WCPM and 114 and 167 WCPM. Based on the participants’ individual results, it can be concluded that the CARR technique was effective in improving struggling readers’ reading fluency.  The results further implied that the CARR technique will ease burnt out English teachers’ workloads. CARR is user friendly and it can help teachers to help their students become better readers while helping struggling readers to become fluent.   Keywords: Reading fluency, Accuracy, Automaticity, Repeated reading, Computer Assisted Repeated Reading (CARR)

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