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dc.contributor.advisorFletcher, Todden_US
dc.contributor.authorMorisoli, Kelly
dc.creatorMorisoli, Kellyen_US
dc.date.accessioned2011-10-14T15:55:20Z
dc.date.available2011-10-14T15:55:20Z
dc.date.issued2010
dc.identifier.urihttp://hdl.handle.net/10150/145364
dc.description.abstractThis researcher investigated the effects of repeated reading, performance feedback, and systematic error correction on the reading fluency of three secondary English language learners (ELLs) with a specific learning disability (SLD) in reading. A multiple baseline reversal design across subjects was used to explore the effects of repeated reading on two dependent variables: reading fluency (words read correctly per minute; wpm) and number of errors per minute (epm). Data were collected and analyzed during baseline, intervention, and maintenance probes.Throughout the baseline phase participants read a passage aloud and during intervention phases, participants read a passage aloud and received error correction feedback. During baseline, reading was followed by fluency assessments. During intervention, reading was followed by three oral repeated readings of the passage. Maintenance sessions occurred 1, 2, and 3 weeks after the intervention ended.The researcher of this study concluded that repeated reading had a positive effect on the reading abilities of ELLs with a SLD in reading. Participants read more wpm and made fewer epm. Additionally, maintenance scores were slightly varied when compared to the last day of intervention; however, maintenance scores were higher than baseline means.The researcher of this study demonstrated that repeated reading improved the reading abilities of ELLs with a SLD in reading. On maintenance probes 1, 2, and 3 weeks following intervention mean reading fluency and errors per minute remained above baseline levels. Future researchers should investigate the use of repeated reading in ELLs with a SLD in reading at various stages of reading acquisition. Further, future researchers may examine how repeated reading can be integrated into classroom instruction and assessments.
dc.language.isoenen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectDisabilityen_US
dc.subjectELLen_US
dc.subjectReading Fluencyen_US
dc.subjectRepeated Readingen_US
dc.titleEffects of Repeated Reading on Reading Fluency of Diverse Secondary-Level Learnersen_US
dc.typeElectronic Dissertationen_US
dc.typetexten_US
dc.identifier.oclc752261290
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.contributor.committeememberMaker, Juneen_US
dc.contributor.committeememberMather, Nancyen_US
dc.identifier.proquest11278
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSpecial Educationen_US
thesis.degree.namePh.D.en_US
refterms.dateFOA2018-08-22T08:19:42Z
html.description.abstractThis researcher investigated the effects of repeated reading, performance feedback, and systematic error correction on the reading fluency of three secondary English language learners (ELLs) with a specific learning disability (SLD) in reading. A multiple baseline reversal design across subjects was used to explore the effects of repeated reading on two dependent variables: reading fluency (words read correctly per minute; wpm) and number of errors per minute (epm). Data were collected and analyzed during baseline, intervention, and maintenance probes.Throughout the baseline phase participants read a passage aloud and during intervention phases, participants read a passage aloud and received error correction feedback. During baseline, reading was followed by fluency assessments. During intervention, reading was followed by three oral repeated readings of the passage. Maintenance sessions occurred 1, 2, and 3 weeks after the intervention ended.The researcher of this study concluded that repeated reading had a positive effect on the reading abilities of ELLs with a SLD in reading. Participants read more wpm and made fewer epm. Additionally, maintenance scores were slightly varied when compared to the last day of intervention; however, maintenance scores were higher than baseline means.The researcher of this study demonstrated that repeated reading improved the reading abilities of ELLs with a SLD in reading. On maintenance probes 1, 2, and 3 weeks following intervention mean reading fluency and errors per minute remained above baseline levels. Future researchers should investigate the use of repeated reading in ELLs with a SLD in reading at various stages of reading acquisition. Further, future researchers may examine how repeated reading can be integrated into classroom instruction and assessments.


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