The effects of repeated reading and goal setting on student reading fluency

Abstract

This study investigated the effect of repeated reading and goal setting on students' oral reading fluency (ORF). Third grade students (n=24) were randomly assigned to one of three groups: repeated reading and goal setting, repeated reading, and no-treatment control group. Treatment groups met for six weeks, four times per week for 20 minutes. A paired repeated reading procedure was used and weekly progress monitoring occurred using third grade DIBELS ORF progress monitoring probes. Repeated reading and goal setting group set weekly goals, graphed fluency data, and received feedback. All groups made gains in reading fluency. Although no significant effects were found for the repeated reading and goal setting condition, overall this group made greater fluency gains.

Date of Award	2006
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	James Michael Havey (Supervisor)