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
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Recommended Citation
Driggs, Cynthia S., "The Efficacy of Repeated Reading on Secondary Students' Oral Reading Fluency and Retell Fluency" (2013). Master of Education Research Theses. 61.
https://digitalcommons.cedarville.edu/education_theses/61
