Intervention with Repeated Reading
The three students mentioned in this research are all diagnosed as Learning Disabled (LD) and classified as first grade level readers. They mutually suffer with a reading fluency deficit and are categorized at the frustration level. It is common for LD children to present issues with reading fluency and can hinder the child’s reading skills (Malouf, Reisner, Gadke, Wimbish, & Frankel, 2014). In order to have future reading comprehension success, the student must first dominate the skill reading with fluency. One researched based practice used to improve fluency is using the repeated reading strategy.
This effortless approach is still the preferred method to improve reading fluency since 1979 (Kostewicz, Kubiba, Selfridge, & Gallagher, 2016). During this intervention process, the three students will complete three individual sessions of repeated reading. Each student will read the same text sample prepared by the teacher. When the …show more content…
Each student read the prepared passage “The Foolish Fox” (see appendix B) twice in each session. On the first session, Marcos was enthusiastic and cooperative during the session. The student made a few errors in the first two sentences. At the beginning of the third sentence, he began to make mistakes in almost every sentence. He read quickly and with no intonations. The student was not aware of his inaccuracies, except in one instant when he self-corrected one word. Marcos made most errors by making word substitutions and omissions. During the second session, he made similar errors with the mispronunciations. By the second reading he did show improvement on the ladder part of the passage. Throughout the last session, Marco did show improvement in the last read. He only made four errors through the entire read (See appendix C for session
The three students mentioned in this research are all diagnosed as Learning Disabled (LD) and classified as first grade level readers. They mutually suffer with a reading fluency deficit and are categorized at the frustration level. It is common for LD children to present issues with reading fluency and can hinder the child’s reading skills (Malouf, Reisner, Gadke, Wimbish, & Frankel, 2014). In order to have future reading comprehension success, the student must first dominate the skill reading with fluency. One researched based practice used to improve fluency is using the repeated reading strategy.
This effortless approach is still the preferred method to improve reading fluency since 1979 (Kostewicz, Kubiba, Selfridge, & Gallagher, 2016). During this intervention process, the three students will complete three individual sessions of repeated reading. Each student will read the same text sample prepared by the teacher. When the …show more content…
Each student read the prepared passage “The Foolish Fox” (see appendix B) twice in each session. On the first session, Marcos was enthusiastic and cooperative during the session. The student made a few errors in the first two sentences. At the beginning of the third sentence, he began to make mistakes in almost every sentence. He read quickly and with no intonations. The student was not aware of his inaccuracies, except in one instant when he self-corrected one word. Marcos made most errors by making word substitutions and omissions. During the second session, he made similar errors with the mispronunciations. By the second reading he did show improvement on the ladder part of the passage. Throughout the last session, Marco did show improvement in the last read. He only made four errors through the entire read (See appendix C for session