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ERIC Number: EJ1134220
Record Type: Journal
Publication Date: 2017-Jan
Pages: 13
Abstractor: As Provided
ISSN: ISSN-2159-4341
The Effects of Repeated Readings on the Reading Performances of Hispanic English Language Learners with Specific Learning Disabilities
Landa, Katrina G.; Barbetta, Patricia M.
Journal of International Special Needs Education, v20 n1 p1-13 Jan 2017
A multiple probe across participants design was used to explore the effects of repeated readings on the reading fluency, errors, and comprehension of 4, third-to-fifth grade English language learners (ELLs) with specific learning disabilities (SLD). Also, generalization measures to untaught passages and maintenance data were collected. In baseline, participants read a passage aloud once, while during repeated readings, they read a passage 3 times. In the repeated readings condition, participants read more words correctly per minute, made fewer reading errors, and answered more literal comprehension questions correctly. The gains observed generalized to untaught passages. A majority of scores on maintenance probes at 2, 4, and 6 weeks maintained near or above the levels scored for each dependent variable during the last intervention session.
Division of International Special Education and Services, Council for Exceptional Children. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Woodcock Diagnostic Reading Battery
Grant or Contract Numbers: N/A