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ERIC Number: EJ1055809
Record Type: Journal
Publication Date: 2013-Dec
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1045-3830
Examining the Impact of Feedback and Repeated Readings on Oral Reading Fluency: Let's Not Forget Prosody
Ardoin, Scott P.; Morena, Laura S.; Binder, Katherine S.; Foster, Tori E.
School Psychology Quarterly, v28 n4 p391-404 Dec 2013
Although extensive research supports repeated readings (RR) as an intervention for improving reading fluency, it largely ignores reading prosody, which is a key component of reading fluency. The current study extends the RR literature by examining the impact of RR on prosody and whether the content of directions and feedback might impact what components of fluency are improved. Elementary students (N = 76) were randomly assigned to either a rate- or prosody-focused RR intervention. The study differs from existing RR research in that (a) students were average as opposed to struggling students, (b) prosody was evaluated, and (c) measures of prosody were objective as opposed to subjective. Results support previous research suggesting that RR improves fluency but indicate that the nature of the instruction and performance feedback provided to students influences the components of reading fluency (i.e., rate or prosody) that are improved.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
IES Funded: Yes
Grant or Contract Numbers: R305A100496