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ERIC Number: EJ1237140
Record Type: Journal
Publication Date: 2019
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0827-3383
Repeated Reading as an Intervention for High School Students Identified with a Specific Learning Disability
Southward, Julie D.; Goo, Minkowan
International Journal of Special Education, v34 n1 p255-270 2019
The current study was conducted to measure the effectiveness of a repeated reading intervention for secondary level students identified with a specific learning disability. Although previous research suggests that repeated reading is an effective intervention to build oral reading fluency for students identified with disabilities, there is little research on its effectiveness with high school students who have been identified with a specific learning disability. This study used a multiple-probe across students design to measure the effectiveness of repeated reading as a strategy to improve oral reading fluency with high school students identified with a specific learning disability. A visual analysis of data suggested a functional relationship was demonstrated with all participating students. While there were differences in performance, the visual analysis indicated repeated reading had a positive affect on oral reading fluency with unpracticed passages for all three students.
International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A