The effects of repeated readings on the fluency scores of low ability third grade readers

by Nicholson, Ann L.

This study was designed to investigate the effect of repeated readings (Samuels, 1997) on third grade “At Risk” readers. Three readers were selected who scored in the “At Risk” category on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) oral reading fluency test. Students read specific passages in 60 seconds periodically and the number of words read correctly were documented. This was done three times a day at nine different points throughout the testing period. When tested again, at the end of a three month intervention period, all three readers showed a gain in the number of words read correctly in 60 seconds. Two girls remained in the “At Risk” category at the end of the study and one advanced to “Some Risk” indicating that the method of repeated readings is a viable intervention as one part of reading instruction. iii