Does Repeated Reading Improve Reading Fluency and Comprehension for Struggling Adolescent Readers?

Autor/inn/en	Still, Kristine Lynn; Flynt, Christine A.
Titel	Does Repeated Reading Improve Reading Fluency and Comprehension for Struggling Adolescent Readers?
Quelle	In: Journal of the American Academy of Special Education Professionals, (2012), S.152-175 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Reading Instruction; Repetition; Reading Fluency; Reading Comprehension; Teaching Methods; Adolescents; Reading Difficulties; Control Groups; Experimental Groups; Pretests Posttests; Peer Influence; Program Effectiveness; Grade 9; Grade 10; High School Students; Learning Disabilities; English Instruction; Reading Tests; Quasiexperimental Design + Suchen Sie Ihr Suchwort? Leseunterricht; Wiederholung; Leseverstehen; Teaching method; Lehrmethode; Unterrichtsmethode; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Reading difficulty; Leseschwierigkeit; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Learning handicap; Lernbehinderung; English langauage lessons; Englischunterricht; Lesetest
Abstract	This was a 12-week study that explored the effects of repeated peer readings on struggling adolescent readers. It was a quasi-experimental design with one treatment group and one control group. There were two small group English classes that were consistently using the repeated reading strategy (the treatment group) and students in the co-teach English class who were not using the repeated reading strategy (the control group). The students were not randomly assigned. The pre- and posttests given were the AIMSweb (to measure fluency) and Scholastic Reading Inventory (to measure comprehension). This study investigated the effects of repeated peer reading on reading fluency and comprehension. It also explored the relationship between reading fluency and comprehension. In the area of reading fluency, the results showed that one participant in the treatment group increased and five participants from the control group improved. In the area of reading comprehension, six of the treatment group participants increased and six of the control group participants improved. The participants in the treatment group had larger gains in comprehension than did the control group participants. The data indicated an inconsistent relationship between reading fluency and comprehension. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01