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ERIC Number: EJ1050235
Record Type: Journal
Publication Date: 2015
Pages: 28
Abstractor: As Provided
Reference Count: 77
ISBN: N/A
ISSN: ISSN-0270-2711
Fluency Gains in Struggling College Readers from Wide Reading and Repeated Readings
Ari, Omer
Reading Psychology, v36 n3 p270-297 2015
Effects of wide reading and repeated readings were examined on struggling college readers' silent reading rate and reading comprehension relative to a vocabulary study control condition. Randomly assigned to a condition, community college students (N = 30) completed 25-min sessions individually in class three times a week for three weeks. Significant gains were made by wide reading (Cohen's d = 1.05) and repeated readings (Cohen's d = 0.72) in silent reading rate. No other effects were significant. Repeated readings appeared to encourage skimming whereas wide reading appeared to encourage careful processing of print. Instructional implications and future directions are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Nelson Denny Reading Tests