THE EFFECTS OF ORAL REPEATED READING ON SECOND GRADE STUDENTS' ORAL READING ACCURACY, RATE, AND COMPREHENSION (INSTRUCTION, FLUENCY, WORD RECOGNITION)

KATHRYN ANN KOCH, Purdue University

Abstract

The study was designed to investigate the effects of repeated reading on word recognition accuracy, reading rate, contextual acceptability of errors, oral reading phrasing, text explicit comprehension, and text implicit comprehension. Additional purposes were to explore the effect of different numbers of repetitions of repeated reading and the effects of repeated reading on reading attitude. A simple posttest-only control group design was employed. Forty-eight second grade students who averaged 95% word recognition or below on two, third grade passages were randomly assigned to one of three experimental groups (two repetitions, four repetitions, or six repetitions) or to the control group. All subjects met individually with the researcher when reading eight practice passages and three test passages. Practice passages were read two, four, or six times and test passages were read one time. No comprehension instruction took place. Subjects were informed of the number of errors they made and the time it took to read each passage. The Survey of School Attitudes was administered. A MANCOVA, with the average number of words and average reading rate from the selection test passages serving as covariates, was performed for six dependent variables (word recognition accuracy, oral reading rate, contextual acceptability of errors, phrasing, text explicit comprehension, and text implicit comprehension) on each of the three test passages. Scores from the Survey of School Attitudes were analyzed by means of a one-way ANOVA. The three MANCOVAs performed on the test passages were significant. Repeated reading significantly affected the number of words read correctly, reading rate, added pauses, and contextually unacceptable errors, as measured by each test. The number of unmarked pauses was significant on the first immediate test. Significant post hoc analyses indicate that when averaged, the three experimental groups read more words correctly than the control group, the two-repetition group read significantly faster than the control and six-repetition groups, the six-repetition group acknowledged significantly more unmarked pauses on the first immediate test than the average of the control and two-repetition groups, and the experimental groups added significantly more inappropriate pauses than the control group. There were no differences among groups for reading attitude.

Degree

Ph.D.

Subject Area

Literacy|Reading instruction

COinS