Date of Award/Publication
MS in Literacy Education
Gloria E. Jacobs
Given the recent trends in education focusing on oral reading fluency, this action research is an attempt to determine strategies teachers can use with struggling intermediate readers. The research focused on a single participant in sixth grade, with identified special needs, in an urban elementary school. Methodology included using repeated readings and analyzing the video recordings to determine accuracy rates and increases in oral reading scores. Data analysis indicates that repeated reading was an effective strategy at increasing words correct per minute, words read per minute, accuracy rates, and oral reading scores while decreasing the amount and type of miscues. This implies that this is an effective strategy teachers can implement within the context of a classroom setting with ease.
Roberts, Michelle, "Repeated Reading as a Fluency Intervention with a Struggling Intermediate Reader" (2011). Education Masters. Paper 21.
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