The Effect of Repeated Reading with Middle School Students with Visual Impairments

This study investigated the effect of repeated reading on the reading achievement of middle school students with visual impairments. Using a matched subject research design, two pairs of students were matched on the following variables: reading level, reading medium and the presence or absence of additional disabilities. One student from each matched pair was randomly selected for the repeated reading intervention. The corresponding student in the pair was assigned to the control group. The repeated reading method used in this study required the student to reread a passage three times. The nonrepetitive method required the student to read a wide variety of young adult literature without any rereading of the text. The amount of time engaged in reading remained equivalent for the students in the matched pairs. The students were administered a preand posttest and the repeated reading intervention was conducted over a five week period. The mean differences in reading rate, correctly read words and comprehension were compared to determine if repeated reading was more effective than wide reading in improving reading fluency and comprehension. In addition, the study investigated if the gains in fluency using repeated reading generalized to new text. The results of the study indicated that there was not a significant difference between repeated reading and wide reading on reading rate, correctly read words or comprehension. In addition, the students who participated in the repeated reading showed a gain in fluency when rereading the same passage; however the gains in fluency were not transferred to new text. Repeated reading was not more effective than an equivalent amount of wide reading for improving fluency.

Name thesis:degree_name

PhD

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Special Education & Rehabilitation

Grantor dc:publisher

The University of Arizona.

Year dc:date.issued

2007

Author dc:creator

• Serino, Lisa

Advisor dc:contributor.advisor

• Erin, Jane

Committee members dc:contributor.committeemember

• Rosenblum, L. Penny
• Liaupsin, Carl
• Betts, David

• repeated reading
• wide reading
• fluency
• visual impairments

Statement dc:rights

• Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.

Language dc:language.iso

EN

Handle dc:identifier.uri

http://hdl.handle.net/10150/194701

OAI identifier oai:identifier

oai:repository.arizona.edu:10150/194701