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ERIC Number: ED534967
Record Type: Non-Journal
Publication Date: 2011
Pages: 133
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1248-3702-4
The Effect of Repeated Reading Instruction on Oral Reading Fluency and Its Impact on Reading Comprehension of Grade 5 English Language Learners
Wang, W. Maria
ProQuest LLC, Ed.D. Dissertation, Alliant International University, San Diego
The Problem. In its meta-analysis on teaching children to read, U.S. National Reading Panel (NICHD & NIH, 2000) found repeated reading to be an effective technique for reading instruction. Specifically, the report determined that repeated reading procedures had a positive impact on word recognition, fluency, and comprehension across a range of grade levels. Given positive and consistent findings in English L1 settings, second language research has started to study if this effect can be duplicated in L2 environments. To date, four L2 studies have been conducted but only found mixed results (Grabe, 2010). This study examined the effect of repeated reading instruction on reading fluency and comprehension of Grade 5 English language learners in Taiwan. Method. An 11-week quasi-experimental, within-subject repeated reading study was conducted to compare pre- and post-treatment scores of fluency and comprehension with 58 Grade 5 English language learners in Taiwan. These comprehension scores were also compared with available archive scores. The repeated reading treatment, which consisted of 55 lessons from the QuickReads Level C books (Hiebert, 2003), was delivered fifteen minutes per day, five days per week, for eleven weeks. Results. For reading fluency, the results showed a statistically significant increase of 31.41% words read per minute after the repeated reading treatment. For reading comprehension, the study found an increase of 5.41% in scores which was marginally significant. Extended comparison with archival scores confirmed the positive impact of repeated reading instruction on reading comprehension. The results imply that English L2 reading instruction can benefit from training students' lower-level processing skills through repeated reading to improve their oral reading fluency and reading comprehension. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission.Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Elementary Secondary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan