Using Repeated Reading as a Technique to Build Fluency
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A multiple baseline across subjects was used to investigate the relative effects of two repeated reading procedures on fluency. Listening-while-reading, in which the student repeatedly reads a passage along with a tape and non-assisted repeated reading, in which the student repeatedly reads a passage on his or her own were used as treatments. Two groups of four students in grades two through four participated in the study. The results showed that the use of both types of repeated reading helped students to improve their reading rate. Neither method proved to be superior to the other in improving reading rate; however, the listening-while-reading method proved to be slightly better at decreasing students' miscues. Both treatment methods helped students to increase their rate of reading on new readings and on repeated readings, indicating that the transfer of fluency occurred across texts.
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