Dissertation/Thesis Abstract

Effects of Repeated Readings on the Fluency of Struggling Readers
by Zumwalt, Leah Elizabeth, M.A.T., Alaska Pacific University, 2014, 92; 1566276
Abstract (Summary)

The Effects of Repeated Readings on the Fluency of Struggling Readers was a five-week study to increase fluency levels of struggling readers using repeated readings as a strategy. The goal was for students to appear above "at risk" according to their fluency scores listed in AIMSweb, the pathway to literacy. The data was collected using repeated readings twice a week for five weeks. While using Houghton Mifflin curriculum, a pre and post fluency sheet was given to each participant to check for fluency progress. The fluency checks were analyzed and checked for accuracy, rate, and prosody. The instruments for assessing fluency level of the chosen subjects were AIMSweb, fluency checks, a journal, field notes, and observations. The results were the students participating made more than 50% progress on their accuracy and rate pertaining to fluency. The study suggests repeated readings increases struggling reader's fluency.

Indexing (document details)
Advisor: Golsan, Ginger, McCoy, Ann
Commitee: Butler, John
School: Alaska Pacific University
Department: Education
School Location: United States -- Alaska
Source: MAI 53/06M(E), Masters Abstracts International
Subjects: Early childhood education, Literacy, Reading instruction, Curriculum development
Keywords: Comprehension, Fluency, Reading, Repeated readings, Struggling, Wpm
Publication Number: 1566276
ISBN: 978-1-321-23666-8
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