The Effects of Repeated Reading Frequency on Fluency of First-Grade Students

Abstract

The purpose of this study was to determine whether the frequency of the repeated reading strategy implemented improved the oral reading fluency of students in a first-grade classroom who demonstrated a wide range of reading abilities. This pretest-posttest experimental design measured the reading fluency scores of participants by using Dynamic Indicators of Basic Literacy Skills (DIBELS), Measures of Academic Progress (MAP), and Fountas & Pinnell reading level assessment. The design included random assignment with two treatment groups, each consisting of 12 participants. One group received repeated reading instruction two days per week while the other group received repeated reading instruction five days per week. The study took place over a six-week period and hypothesized that there would be no statistically significant difference in fluency scores between the two groups. The hypothesis was supported for this study since there was no significant difference between the group who received repeated reading instruction two days per week and the group that received repeated reading instruction five days per week. Research in the area of reading fluency interventions should continue to support the best methods for fluency instruction to help provide struggling elementary students with additional assistance and strategies to improve in this area.