Struggling readers exhibit reading fluency issues that can hinder their academic progress. The National Assessment of Educational Progress (NAEP) is a standardized test used to evaluate the reading performance of students. The transition to virtual learning amidst COVID-19 impacted the reading performance among diverse students. The Nation’s report card indicated that 83% of Hispanic/Black and 44% of Asian American students struggled with reading fluency. This also highlighted a substantial gap with students from diverse backgrounds (NAEP, 2022). Previous study findings provide evidence that the application of Repeated Reading (RR) is an evidenced based intervention that can improve reading fluency. This study investigated the impact of technology-delivered RR with diverse learners for Tier 2 support at an afterschool program. To evaluate the impact of the students’ Oral Reading Fluency (ORF) correct words per minute (CWPM) and error words per minute (EWPM) were measured. The research used a multiple baseline design with three third-grade students.
","abstract_html":"<p>Struggling readers exhibit reading fluency issues that can hinder their academic progress. The National Assessment of Educational Progress (NAEP) is a standardized test used to evaluate the reading performance of students. The transition to virtual learning amidst COVID-19 impacted the reading performance among diverse students. The Nation’s report card indicated that 83% of Hispanic/Black and 44% of Asian American students struggled with reading fluency. This also highlighted a substantial gap with students from diverse backgrounds (NAEP, 2022). Previous study findings provide evidence that the application of Repeated Reading (RR) is an evidenced based intervention that can improve reading fluency. This study investigated the impact of technology-delivered RR with diverse learners for Tier 2 support at an afterschool program. To evaluate the impact of the students’ Oral Reading Fluency (ORF) correct words per minute (CWPM) and error words per minute (EWPM) were measured. The research used a multiple baseline design with three third-grade students.</p>","abstract_has_math":false,"creators":["McVay, Kayla"],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Masters Thesis","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Dr. Emily DeFouw","Dr. Zachary LaBrot","Dr. Brad Dufrene"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-12-01T08:00:00Z","date_published":"2024-12-01T08:00:00Z","updated_at":"2026-07-24T05:45:47Z","subjects":["Repeated Reading","Oral Reading Fluency","iPad","Diverse students"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://aquila.usm.edu/masters_theses/1067","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Emily DeFouw","Dr. Zachary LaBrot","Dr. Brad Dufrene"]},{"key":"dc:creator","label":"Author","values":["McVay, Kayla"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2070-03-05T08:00:00Z"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Repeated Reading","Oral Reading Fluency","iPad","Diverse students"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://aquila.usm.edu/masters_theses/1067"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Struggling readers exhibit reading fluency issues that can hinder their academic progress. The National Assessment of Educational Progress (NAEP) is a standardized test used to evaluate the reading performance of students. The transition to virtual learning amidst COVID-19 impacted the reading performance among diverse students. The Nation’s report card indicated that 83% of Hispanic/Black and 44% of Asian American students struggled with reading fluency. This also highlighted a substantial gap with students from diverse backgrounds (NAEP, 2022). Previous study findings provide evidence that the application of Repeated Reading (RR) is an evidenced based intervention that can improve reading fluency. This study investigated the impact of technology-delivered RR with diverse learners for Tier 2 support at an afterschool program. To evaluate the impact of the students’ Oral Reading Fluency (ORF) correct words per minute (CWPM) and error words per minute (EWPM) were measured. The research used a multiple baseline design with three third-grade students.
"]},{"key":"dc:title","label":"Title","values":["Evaluating Technology Delivered Repeated Reading with Diverse Learners"]}]}],"canonical_facts":{"dc:contributor":["Dr. Emily DeFouw","Dr. Zachary LaBrot","Dr. Brad Dufrene"],"dc:creator":["McVay, Kayla"],"dc:date.available":["2070-03-05T08:00:00Z"],"dc:description.abstract":["Struggling readers exhibit reading fluency issues that can hinder their academic progress. The National Assessment of Educational Progress (NAEP) is a standardized test used to evaluate the reading performance of students. The transition to virtual learning amidst COVID-19 impacted the reading performance among diverse students. The Nation’s report card indicated that 83% of Hispanic/Black and 44% of Asian American students struggled with reading fluency. This also highlighted a substantial gap with students from diverse backgrounds (NAEP, 2022). Previous study findings provide evidence that the application of Repeated Reading (RR) is an evidenced based intervention that can improve reading fluency. This study investigated the impact of technology-delivered RR with diverse learners for Tier 2 support at an afterschool program. To evaluate the impact of the students’ Oral Reading Fluency (ORF) correct words per minute (CWPM) and error words per minute (EWPM) were measured. The research used a multiple baseline design with three third-grade students.
"],"dc:identifier":["https://aquila.usm.edu/masters_theses/1067"],"dc:subject":["Repeated Reading","Oral Reading Fluency","iPad","Diverse students"],"dc:title":["Evaluating Technology Delivered Repeated Reading with Diverse Learners"],"thesis:degree_level":["Masters Thesis"],"thesis:degree_name":["Master of Arts (MA)"]},"updated_at":"2026-07-24T05:45:47Z"}