The Effects of Repeated Reading on Struggling Third Grade Readers [sic] Reading Comprehension


Author/Creator ORCID





Citation of Original Publication


Collection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email


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.