Evaluating Technology Delivered Repeated Reading with Diverse Learners

<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>

Name thesis:degree_name

Master of Arts (MA)

Level thesis:degree_level

Masters Thesis

Year dc:date.available

2024

Author dc:creator

• McVay, Kayla

Contributors dc:contributor

• Dr. Emily DeFouw
• Dr. Zachary LaBrot
• Dr. Brad Dufrene

• Repeated Reading
• Oral Reading Fluency
• iPad
• Diverse students

Repository record dc:identifier

https://aquila.usm.edu/masters_theses/1067

OAI identifier oai:identifier

oai:aquila.usm.edu:masters_theses-2128