The Effects of Repeated Reading on Struggling Third Grade Readers [sic] Reading Comprehension
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2015-07
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Abstract
The purpose of this study was to determine the impact of the strategy of repeated reading on the
reading comprehension of struggling third grade students. This study was quasi-experimental
with a pretest and posttest comparing the comprehension scores of the experimental group to the
control group of third grade students. Students were randomly chosen based on their small group
instructional groups, and their Fountas and Pinnell (F&P) comprehension score. Both groups
used the same materials in small group and whole group instruction. The experimental group of
13 students were guided in small group instruction using the repeated reading strategy over the
course of eight weeks. The control group of 12 students did not receive additional instruction.
Comparison of the pretest and the posttest scores showed no significant difference to suggest that
repeated reading is a strategy that would increase reading comprehension among struggling third
grade readers. Although the scores did not show significant differences, observations of the
experimental group and research suggest that teaching students through the repeated reading
strategy can be beneficial to student’s motivation in reading.