ERIC Number: EJ1254864
Record Type: Journal
Publication Date: 2017-Sep
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2325-775X
EISSN: N/A
The Impact of Repeated Reading Intervention on Improving Reading Fluency and Comprehension of Emirati Students with Learning Disabilities
Elhoweris, Hala
International Journal of Psycho-Educational Sciences, v6 n2 p36-48 Sep 2017
Reading is a major problem for most students with learning disabilities in the United Arab Emirates. The purpose of this study was to examine the impact of repeated reading intervention strategy on improving oral reading fluency and reading comprehension of 47 United Arab Emirates students with learning disabilities. All participants were assigned to a reading strategy condition. Participants completed pretest and posttest on reading skills. Data was analyzed using t-test measures. A statistical significant difference was found in the pretest scores and posttest scores. In other words, the results of this study indicated that repeated reading strategy is an excellent instructional intervention to teach reading to children with learning disabilities.
Descriptors: Reading Comprehension, Reading Improvement, Reading Fluency, Intervention, Students with Disabilities, Learning Disabilities, Foreign Countries, Repetition, Reading Strategies, Program Effectiveness, Elementary School Students, Children, Public Schools, Grade 3, Grade 4, Grade 5
London Academic Publishing. 27 Old Gloucester Street WC1N 3AX London, UK. e-mail: contact@lapub.co.uk; Web site: https://www.journals.lapub.co.uk/index.php/IJPES
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Grade 3; Primary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Arab Emirates
Grant or Contract Numbers: N/A