The Effect of Repeated Reading with Middle School Students with Visual Impairments

Persistent Link:
http://hdl.handle.net/10150/194701
Title:
The Effect of Repeated Reading with Middle School Students with Visual Impairments
Author:
Serino, Lisa
Issue Date:
2007
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study investigated the effect of repeated reading on the reading achievement of middle school students with visual impairments. Using a matched subject research design, two pairs of students were matched on the following variables: reading level, reading medium and the presence or absence of additional disabilities. One student from each matched pair was randomly selected for the repeated reading intervention. The corresponding student in the pair was assigned to the control group. The repeated reading method used in this study required the student to reread a passage three times. The nonrepetitive method required the student to read a wide variety of young adult literature without any rereading of the text. The amount of time engaged in reading remained equivalent for the students in the matched pairs. The students were administered a preand posttest and the repeated reading intervention was conducted over a five week period. The mean differences in reading rate, correctly read words and comprehension were compared to determine if repeated reading was more effective than wide reading in improving reading fluency and comprehension. In addition, the study investigated if the gains in fluency using repeated reading generalized to new text. The results of the study indicated that there was not a significant difference between repeated reading and wide reading on reading rate, correctly read words or comprehension. In addition, the students who participated in the repeated reading showed a gain in fluency when rereading the same passage; however the gains in fluency were not transferred to new text. Repeated reading was not more effective than an equivalent amount of wide reading for improving fluency.
Type:
text; Electronic Dissertation
Keywords:
repeated reading; wide reading; fluency; visual impairments
Degree Name:
PhD
Degree Level:
doctoral
Degree Program:
Special Education & Rehabilitation; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Erin, Jane
Committee Chair:
Erin, Jane

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleThe Effect of Repeated Reading with Middle School Students with Visual Impairmentsen_US
dc.creatorSerino, Lisaen_US
dc.contributor.authorSerino, Lisaen_US
dc.date.issued2007en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study investigated the effect of repeated reading on the reading achievement of middle school students with visual impairments. Using a matched subject research design, two pairs of students were matched on the following variables: reading level, reading medium and the presence or absence of additional disabilities. One student from each matched pair was randomly selected for the repeated reading intervention. The corresponding student in the pair was assigned to the control group. The repeated reading method used in this study required the student to reread a passage three times. The nonrepetitive method required the student to read a wide variety of young adult literature without any rereading of the text. The amount of time engaged in reading remained equivalent for the students in the matched pairs. The students were administered a preand posttest and the repeated reading intervention was conducted over a five week period. The mean differences in reading rate, correctly read words and comprehension were compared to determine if repeated reading was more effective than wide reading in improving reading fluency and comprehension. In addition, the study investigated if the gains in fluency using repeated reading generalized to new text. The results of the study indicated that there was not a significant difference between repeated reading and wide reading on reading rate, correctly read words or comprehension. In addition, the students who participated in the repeated reading showed a gain in fluency when rereading the same passage; however the gains in fluency were not transferred to new text. Repeated reading was not more effective than an equivalent amount of wide reading for improving fluency.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectrepeated readingen_US
dc.subjectwide readingen_US
dc.subjectfluencyen_US
dc.subjectvisual impairmentsen_US
thesis.degree.namePhDen_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineSpecial Education & Rehabilitationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorErin, Janeen_US
dc.contributor.chairErin, Janeen_US
dc.contributor.committeememberRosenblum, L. Pennyen_US
dc.contributor.committeememberLiaupsin, Carlen_US
dc.contributor.committeememberBetts, Daviden_US
dc.identifier.proquest2405en_US
dc.identifier.oclc659748304en_US
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