Research Project Title

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

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

This document is currently not available here.

COinS
 
Apr 28th, 2:15 PM Apr 28th, 3:45 PM

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.