This study examined the effects of repeated reading using above grade level narrative passages on: (a) reading rate as measured in words per minute (wpm) and (b) reading miscues. A single group, pretest-post-test design was used to measure the treatment effects. The study group consisted of 11, sixth grade African-American students with learning disabilities who received language arts instruction in a self-contained special education setting. A pretest- post-test measurement was conducted using the Flynt-Cooter Reading Inventory for the Classroom to measure reading level and reading rate. The study results suggest that for the classroom teacher, daily, extended use of a repeated reading intervention with above grade level passages may have two positive effects on students with reading disabilities. First, reading rate may increase, meaning that a greater volume of text can be read, enabling a student to read more productively. Secondly, a decrease in reading miscues may also occur, resulting in greater decoding accuracy and aiding comprehension. These two factors may improve overall reading efficiency.
Paige, D. D. (2006). Increasing Fluency in Disabled Middle School Readers: Repeated Reading Utilizing Above Grade Level Reading Passages. Reading Horizons: A Journal of Literacy and Language Arts, 46 (3). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol46/iss3/3