Date of Award

Spring 3-2022

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Communication Disorders & Special Education

Program/Concentration

Special Education

Committee Director

Peggy P. Hester

Committee Member

Lisa Morin

Committee Member

Sabra Gear

Committee Member

Abha Gupta

Abstract

Students with Learning disabilities and at risk for reading difficulties often face challenges in reading fluency and comprehension that impact negatively on academic success. Repeated reading (RR) is an intervention designed to increase reading fluency and comprehension skills among students at risk and diagnosed with disabilities. The purpose of this review was to investigate the effectiveness of the repeated reading (RR) and vocabulary previewing (VP) interventions on the fluency and comprehension skills of elementary school students. The review yielded a modest number of research articles published between 2008 and 2019. The results of these studies suggested that RR can have a positive effect on reading fluency and comprehension skills of students at-risk and those with identified learning disabilities. Discussion includes limitations of the RR intervention, implications for future research, and classroom practice.

DOI

10.25777/efze-1z02

ISBN

9798834003236

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