Term

Summer 2017

Capstone

Thesis

Degree Name

MALED

Primary Advisor/Dissertation Chair

Dr. Jennifer Carlson

Secondary Advisor/Reader One

Loni Sharp

Peer-Reviewer/Reader Two

Cindy Gruhlke

Abstract

This study explores the research question: How much does repeated reading improve the reading rate, accuracy, and prosody of students with learning disabilities in fifth grade? Three key topics: learning disabilities, fluency, and repeated reading are discussed. The author was greatly influenced by Timothy Rasinski and his work in the area of fluency. Repeated Oral Assisted Reading was administered to monitor and document accuracy, rate, and prosody utilizing both daily instructional-level reading probes and monthly grade-level reading probes as well as prosodic reading rubrics and a daily journal. The improvement in rate was compared to scores on nationally normed fluency assessments. Findings suggest that Repeated Oral Assisted Reading is an effective intervention for improving both reading rate and prosody in students with learning disabilities.

Research Methodology

Action Research, Case Study

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