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Research Based Interventions – Oral Repeated Reading and Fluency

Oral Repeated Reading and Fluency – In this response to intervention age in educational circles, the trick for educators is to find research based interventions that work.  Furthermore, the importance of reading fluency- in essence, reading speed- cannot be discounted when it comes to literacy.  Which brings us to oral repeated reading and its effects on fluency.

What is Reading Fluency?


Reading fluency is not necessarily an easy thing to define.  That said, the National Reading Panel's (NRP) defines fluency as the ability to read text with accuracy, appropriate rate, and good expression (NICHD, 2000).  So that is our starting point.  Fluency is differentiated from reading decoding/identifying capabilities by terms like accuracy, appropriate rate, and good expression.

That said, certain tests, such as the Woodcock-Johnson Tests of Cognitive Ability- III (WJ-III) measure reading fluency by having student’s read passages silently to themselves and answer simple questions about them, thus reinforcing the idea that reading fluency is a difficult thing to define and is interpreted differently by many.

Oral Repeated Reading as a Reading Fluency Intervention

Oral repeated reading refers to an intervention for fluency where students are asked to continually read the same passage.  Seemingly, the theoretical idea behind this is that children with reading fluency difficulties tend to possess rapid visual recall weaknesses.  In other words, they have trouble fluently or quickly determining what a visual is and then saying what it is.  Thus, reading fluency could be looked at as a problem retrieving sight words. 

By continually reading the same words over and over again, it is hoped that more sight words will be gained, as well as improved automaticity of words for students who have difficulty rapidly recalling visuals.

The Research Supporting Oral Repeated Reading as a Reading Fluency Intervention

This is an article on a research based academic intervention.  Thus, our readers probably want some links showing oral repeated reading and its demonstrated impact on fluency.  So follow the links below and happy reading!
 
1. A Synthesis of Research on Effective Interventions for Building Reading Fluency with Elementary Students with Learning Disabilities- Findings suggest that effective interventions for disabled students include repeatedly reading familiar text independently and with corrective feedback.
 
2. Repeated readings have been shown in the research to improve fluency, particularly with special needs populations.

3. Repeated readings with above grade level text has been shown to improve reading rate and improve accuracy with reading disabled middle school children.

 4. Repeated reading is only more effective in improving reading rate in the short term when a high amount of overlapping words is present.  If stories have few shared words, it is not more effective than an equivalent amount of non-repetitive reading.

References

LDOnline.org


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