ERIC Number: EJ833877
Record Type: Journal
Publication Date: 2007
Abstractor: As Provided
Reference Count: 0
Effects of Assisted-Repeated Reading on Students of Varying Reading Ability: A Single-Subject Experimental Research Study
Hapstak, Jo-Ann; Tracey, Diane H.
Reading Horizons, v47 n4 p315-334 2007
This study examined the effects of assisted-repeated reading on four first-grade students whose reading ability varied (a special education student, a non-classified poor reader, an English Language Learner (ELL) student, and a general education student) to determine if an assisted-repeated reading intervention is differentially effective for students of differing academic profiles. The students engaged in assisted-repeated reading two times a week for eight weeks. Each session lasted 10 to 15 minutes. A baseline was established for each student prior to the start of the intervention. Subsequently, initial and final readings were recorded at each session. The findings of this study support a positive relationship between assisted-repeated reading and improved reading fluency, with the greatest gains made by those students whose reading difficulty stemmed from a decoding deficiency--the special education student and the non-classified poor reader. Results are interpreted in light of LaBerge and Samuels (1974) Automatic Information Processing Model.
Descriptors: Intervention, Reading Fluency, Reading Improvement, Economically Disadvantaged, Reading Ability, Special Education, Grade 1, Reading Instruction, Models, Cognitive Processes, Reading Processes
Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site: http://www.wmich.edu/coe/spls/clinic/readhorizons.htm
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1
Authoring Institution: N/A