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Repeated reading within the context ...

Georgia State University.

Repeated reading within the context of a peer-mediated remedial reading program.

紀錄類型:	書目-電子資源 : 單行本
正題名/作者:	Repeated reading within the context of a peer-mediated remedial reading program./
作者:	Steventon, Candace E.
面頁冊數:	105 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2162.
Contained By:	Dissertation Abstracts International65-06A.
標題:	Education, Special. -
電子資源:	Download fulltext (下載全文)
ISBN:	0496854100

Repeated reading within the context of a peer-mediated remedial reading program.
Steventon, Candace E.

Repeated reading within the context of a peer-mediated remedial reading program. - 105 p.

Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2162.

Thesis (Ph.D.)--Georgia State University, 2004.

The researcher investigated the effects of a repeated reading method on students' reading fluency. The repeated reading method was delivered by peer instructors to 3 high school students who received special education services for deficiencies in basic reading skills. Students' rates and accuracies were assessed on timed readings within the remedial reading program. Reading probes consisting of nonfiction passages with comprehension questions were administered to assess the generalization effects of the repeated reading method on reading fluency and its relationship to comprehension. A withdrawal design with controlled equal length of phases was replicated across participants to determine the effects of the repeated reading intervention. The results indicated that students could increase their reading rate while maintaining a high degree of reading accuracy when the repeated reading method was employed. However, generalization effects on nonfiction passages were not achieved. In addition, no relationship, positive or negative, was found between reading fluency and comprehension. Findings are discussed in terms of implications for practice, study limitations, and suggestions for future research.

ISBN: 0496854100Subjects--Topical Terms:

1000005442
Education, Special.

Repeated reading within the context of a peer-mediated remedial reading program.
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520 $a The researcher investigated the effects of a repeated reading method on students' reading fluency. The repeated reading method was delivered by peer instructors to 3 high school students who received special education services for deficiencies in basic reading skills. Students' rates and accuracies were assessed on timed readings within the remedial reading program. Reading probes consisting of nonfiction passages with comprehension questions were administered to assess the generalization effects of the repeated reading method on reading fluency and its relationship to comprehension. A withdrawal design with controlled equal length of phases was replicated across participants to determine the effects of the repeated reading intervention. The results indicated that students could increase their reading rate while maintaining a high degree of reading accuracy when the repeated reading method was employed. However, generalization effects on nonfiction passages were not achieved. In addition, no relationship, positive or negative, was found between reading fluency and comprehension. Findings are discussed in terms of implications for practice, study limitations, and suggestions for future research.
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