Repeated Readings and Science: Fluency with Expository Passages
Open Access
Author:
Kostewicz, Douglas Eugene
Graduate Program:
Special Education
Degree:
Doctor of Philosophy
Document Type:
Dissertation
Date of Defense:
May 29, 2008
Committee Members:
Richard M Kubina Jr., Committee Chair/Co-Chair David Lee, Committee Member Pamela S Wolfe, Committee Member Sean D Casey, Committee Member John Philip Dattilo, Committee Member
Keywords:
repeated readings science text reading fluency
Abstract:
The current study investigated the effects of repeated readings to a fluency criterion (RRFC) for seven students with disabilities using science text. The study employed a single subject design, specifically, two multiple probe multiple baselines across subjects, to evaluate the effects of the RRFC intervention. Results indicated that students met criterion (200 or more correct words per minute with 2 or fewer errors)on four consecutive passages. A majority of students displayed accelerations to correct
words per minute and decelerations to incorrect words per minute on successive initial, intervention readings suggesting reading transfer. Students’ reading scores during posttest and maintenance out performed pre-test and baseline readings provided additional measures of reading transfer. For a relationship to comprehension, students scored higher on oral retell measures after meeting criterion as compared to initial readings. Overall, the research findings suggested that the RRFC intervention improves science reading fluency for students with disabilities, and may also indirectly benefit comprehension.
