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
Keywords
Literacy, Reading, Special Education
Recommended Citation
Leyk, Angela J., "Using Repeated Oral Assisted Reading To Improve The Fluency Of Students With Learning Disabilities" (2017). School of Education and Leadership Student Capstone Theses and Dissertations. 4323.
https://digitalcommons.hamline.edu/hse_all/4323