Winter, Nancy2020-05-112020-05-112020-05-11http://hdl.handle.net/11603/18547The purpose of the study was to determine the impact of the academic practice of repeated reading on oral reading fluency rate and accuracy, as indicated by the Wilson Reading System End-of-Step Assessment, subtest Passage Fluency and Comprehension Benchmark Achievement. This study utilized a pre-experimental design that included a pretest and treatment, followed by a posttest over a four-month period. The 5 participants in this study attended an urban public school in Maryland during the 2019-2020 school year. The null hypothesis was that the academic practice of repeated reading will not increase oral reading fluency rate and accuracy for sixth grade students reading three or more years below grade level who take part in a Wilson Reading System intervention class. The results of this study demonstrated that there was a significant difference at the posttest compared to pretest. The results showed a significant difference in words correct per minute [t(5) = 8.27, p < 0.001] and accuracy [t(5) = 3.07, p < 0.003]. The p-values are less than 0.01, that indicates that it is highly unlikely that these results would be observed under the null hypothesis. Therefore, the null hypothesis was rejected.40 pagesen-USThis work 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 archives@goucher.edu.Repeated ReadingWilson Reading SystemOral Reading Fluency Rate and AccuracyEducation -- Research papers (Graduate).Text