The Comparative Effects of Sustained Silent Readings and Repeated readings on Reading Fluency and Comprehension of Students At-Risk for Reading Failure

The Comparative Effects of Sustained Silent Readings and Repeated readings on Reading Fluency and Comprehension of Students At-Risk for Reading Failure

Bibliographic Details
Main Author: Knebel, Sarah Ann
Language:English
Published: The Ohio State University / OhioLINK 2005
Subjects:
Education
Online Access:http://rave.ohiolink.edu/etdc/view?acc_num=osu1396347739
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spelling ndltd-OhioLink-oai-etd.ohiolink.edu-osu13963477392021-08-03T06:23:05Z The Comparative Effects of Sustained Silent Readings and Repeated readings on Reading Fluency and Comprehension of Students At-Risk for Reading Failure Knebel, Sarah Ann Education This study compared the effects of sustained silent readings and repeated readings on oral reading fluency and comprehension of at-risk students from a 2nd grade class in an urban school with low performance on WJ-III subtests and DIBELS fall benchmark assessments. A multiple baseline across subjects experimental design was used. Intervention was conducted over a 4-16 week period consisting of Repeated Reading. Variables measured were reading fluency: number of correct words read per minute and reading comprehension: number of comprehension items answered correctly. During baseline condition (sustained silent reading) students read grade level passages independently and silently for 10 minutes. They were tested in fluency and comprehension during one minute timings. During the interventions condition (paired repeated reading) students worked in pairs, taking turns reading the passage orally for 10 minutes. They were also tested in fluency and comprehension during one minute timings. The dependent variables in this study were number of words read per minute and the number of comprehension questions answered correctly. Results indicate that students’ oral reading fluency and comprehension skills stayed consistent with sustained silent readings, but improved with repeated readings. 2005 English text The Ohio State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=osu1396347739 http://rave.ohiolink.edu/etdc/view?acc_num=osu1396347739 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.
collection NDLTD
language English
sources NDLTD
topic Education
spellingShingle Education
Knebel, Sarah Ann
The Comparative Effects of Sustained Silent Readings and Repeated readings on Reading Fluency and Comprehension of Students At-Risk for Reading Failure
author Knebel, Sarah Ann
author_facet Knebel, Sarah Ann
author_sort Knebel, Sarah Ann
title The Comparative Effects of Sustained Silent Readings and Repeated readings on Reading Fluency and Comprehension of Students At-Risk for Reading Failure
title_short The Comparative Effects of Sustained Silent Readings and Repeated readings on Reading Fluency and Comprehension of Students At-Risk for Reading Failure
title_full The Comparative Effects of Sustained Silent Readings and Repeated readings on Reading Fluency and Comprehension of Students At-Risk for Reading Failure
title_fullStr The Comparative Effects of Sustained Silent Readings and Repeated readings on Reading Fluency and Comprehension of Students At-Risk for Reading Failure
title_full_unstemmed The Comparative Effects of Sustained Silent Readings and Repeated readings on Reading Fluency and Comprehension of Students At-Risk for Reading Failure
title_sort comparative effects of sustained silent readings and repeated readings on reading fluency and comprehension of students at-risk for reading failure
publisher The Ohio State University / OhioLINK
publishDate 2005
url http://rave.ohiolink.edu/etdc/view?acc_num=osu1396347739
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