The Effectiveness of Repeated Reading on Reading Fluency of a 15-Year-Old Girl with a Learning Disability in an English Language Arts Special Education Resource Room
Faculty Sponsor
Jennifer M. Neyman,
neyman@gonzaga.edu
Session Type
Poster Presentation
Research Project Abstract
The purpose was to evaluate the effectiveness of a Repeated Reading procedure with Precision Teaching on reading fluency of a fifteen-year-old girl with a learning disability in a high school Special Education resource room. Event recording within a multiple probe design assessed the dependent variable of correctly read words per minute. During the Repeated Reading procedure, the participant was asked to read a passage orally while the researcher marked words read correctly and incorrectly. For the next session, the participant was told the number of previously read words and a goal was set for rereading the passage. The participant read the same passage again. This process continued until the participant’s number of correctly read words per minute reached mastery. For all three reading levels, the participant reached mastery. The time, money, and effort required were very minimal which resulted in a simple implementation of the practical strategy.
Session Number
PS3
Location
HUB Multipurpose Room
Abstract Number
PS3-h
The Effectiveness of Repeated Reading on Reading Fluency of a 15-Year-Old Girl with a Learning Disability in an English Language Arts Special Education Resource Room
HUB Multipurpose Room
The purpose was to evaluate the effectiveness of a Repeated Reading procedure with Precision Teaching on reading fluency of a fifteen-year-old girl with a learning disability in a high school Special Education resource room. Event recording within a multiple probe design assessed the dependent variable of correctly read words per minute. During the Repeated Reading procedure, the participant was asked to read a passage orally while the researcher marked words read correctly and incorrectly. For the next session, the participant was told the number of previously read words and a goal was set for rereading the passage. The participant read the same passage again. This process continued until the participant’s number of correctly read words per minute reached mastery. For all three reading levels, the participant reached mastery. The time, money, and effort required were very minimal which resulted in a simple implementation of the practical strategy.
