The Effects of Assisted Repeated Reading on the Oral Reading Fluency and Prosody of Adolescents with Reading Difficulties
Struggling adolescent readers do not overcome reading difficulties without intensive instruction. Repeated reading procedures have been shown to improve the oral reading fluency and comprehension of students with learning disabilities and reading problems. In this study, four sixth-graders with specific learning disability and below grade level reading ability were trained to use assisted repeated reading with audiorecorded models of graded reading passages. A multiple baseline design across subjects was used to investigate the effects of assisted repeated reading on reading rate (as measured by correct words per minute, CWPM), oral reading errors, oral reading prosody, and oral retelling comprehension. Two contingencies, self-graphing and reading passages at increased reading levels, were implemented as needed to enhance intervention effects. Reading rates and oral reading prosody improved for all participants across baseline and intervention phases, with corresponding decreases in oral reading errors for three students. Oral retelling comprehension probes showed improvements for three participants. Assisted repeated reading produced improvements in reading rate and oral reading prosody, but the effects on oral reading errors and comprehension were inconclusive.
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