The Effects of Repeated Readings on the Fluency of First Grade Students


Author/Creator ORCID





Masters of Education

Citation of Original Publication


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The purpose of this study was to investigate the effects of repeated readings on the fluency of first grade students. This study utilized a quasi-experimental design that included a pre-assessment and treatment, followed by a post-assessment. There were ten participants in this study which included three African American males, three Caucasian females, two African American females, and two Hispanic females. Data was collected by the researcher over a period of six months. The study hypothesized that there will be no statistically significant improvement in reading fluency, as measured by the Dynamic Indicators of Basic Literacy Skills (DIBELS) assessment, of students who received repeated reading instruction over a six month period when their results are compared with their performance on the reading fluency portion of the DIBELS assessment that was administered at the beginning of the year. The results suggested that there were statistically significant differences overall in the performance of students on the DIBELS Oral Reading Fluency assessment. This study supports previous research on the effectiveness of implementing a repeated reading program in the first grade classroom.