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ERIC Number: EJ977976
Record Type: Journal
Publication Date: 2012-Sep
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0741-9325
Comparison of a Reading Fluency Intervention with and without Passage Repetition on Reading Achievement
Therrien, William J.; Kirk, James F.; Woods-Groves, Suzanne
Remedial and Special Education, v33 n5 p309-319 Sep 2012
The purpose of this study was to compare the effect of a repeated reading and question generation intervention entitled Re-read-Adapt and Answer-Comprehend (RAAC) with a modified RAAC intervention without the repeated reading component. The sample included 30 students in Grades 3 through 5. The students received services in reading within a three-tiered response to intervention framework or in special education. Students were randomly assigned to the nonrepetitive condition or the control repeated reading condition and participated in 50 intervention sessions over a 4-month period. Regardless of condition, all students made gains in oral reading fluency on independent passages. The modified RAAC program without passage repetition appeared to be as effective if not more so at increasing reading fluency when compared to the RAAC program with passage repetition. (Contains 2 notes, 1 figure, and 1 table.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Grade 3; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iowa
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Woodcock Johnson Tests of Achievement