Master of Education Research Theses

Date of Successful Defense

9-10-2013

Date Degree Awarded

8-17-2013

Document Type

Thesis

Degree Name

Master of Education (M.Ed.)

School/Department

Education

Advisor

Stephen S. Gruber, Ph.D.

Second Advisor

Eddie K. Baumann, Ph.D.

Third Advisor

Margaret Grigorenko, Ph.D.

Keywords

Repeated reading, Oral Reading Fluency, Retell Fluency, Comprehension, Secondary Students

Abstract

Abstract

Driggs, Cynthia S. M.Ed., Education Department, Cedarville University, 2013. The Efficacy of Repeated Reading on Secondary Students’ Oral Fluency Rate and Retell Rate.

Today’s secondary students need effective reading instruction in order to meet the demands of The College and Career Readiness Standards. Since fluency and comprehension comprise essential components of effective reading instruction, this quantitative research is a controlled experiment with a pretest-posttest control-group design. The questions asked include the following: (a) Does repeated reading improve secondary students’ oral reading fluency as measured by increase in the number of words read per minute? (b) Does repeated reading improve secondary students’ retell fluency as measure by increase in the number of words retold from the passage?

An experimental group that received interventions and a control group that did not receive interventions were administered pretest and a posttest. The results of an independent samples t-test indicated repeated reading had a significant effect on oral reading fluency t(30) = 4.12, p. < .001 and retell fluency t(30) = 4.58, p. < .001.

DOI

10.15385/tmed.2013.4

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.


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