Date of Successful Defense
Date Degree Awarded
Master of Education (M.Ed.)
Stephen S. Gruber, Ph.D.
Eddie K. Baumann, Ph.D.
Margaret Grigorenko, Ph.D.
Repeated reading, Oral Reading Fluency, Retell Fluency, Comprehension, Secondary Students
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.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Driggs, Cynthia S., "The Efficacy of Repeated Reading on Secondary Students' Oral Reading Fluency and Retell Fluency" (2013). Master of Education Research Theses. 61.