Faculty Publications

Title

Comparison of a Reading Fluency Intervention With and Without Passage Repetition on Reading Achievement

Document Type

Article

Keywords

comprehension, reading fluency

Journal/Book/Conference Title

Remedial and Special Education

Volume

33

Issue

5

First Page

309

Last Page

319

Abstract

The purpose of this study was to compare the effect of a repeated reading and question generation intervention entitled Re-read-Adapt and Answer-Comprehend (RAAC) with a modified RAAC intervention without the repeated reading component. The sample included 30 students in Grades 3 through 5. The students received services in reading within a three-tiered response to intervention framework or in special education. Students were randomly assigned to the nonrepetitive condition or the control repeated reading condition and participated in 50 intervention sessions over a 4-month period. Regardless of condition, all students made gains in oral reading fluency on independent passages. The modified RAAC program without passage repetition appeared to be as effective if not more so at increasing reading fluency when compared to the RAAC program with passage repetition. © 2012 Hammill Institute on Disabilities.

Original Publication Date

9-1-2012

DOI of published version

10.1177/0741932511410360

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