Evaluation and Comparison of Two Variations of Repeated Reading Interventions

In the current study, data were collected from 10 elementary school students to determine if there are any differences between two variations of a repeated reading intervention. In condition one (RR1), participants were asked to read a 150-word passage three times. In condition two (RR2), participants were asked to read three 50-word sections of a 150-word twice, then read the whole passage once. Researchers collected data on the length of time each intervention took and oral reading fluency that was calculated by words correct per minute (WCPM). Results demonstrated no significant differences between the two variations of the intervention or differences between the pre-intervention WCPM to Intervention WCPM for both conditions. Results also showed differences between the change in WCPM from pre-intervention to maintenance WCPM for both RR1 and RR2. RR1 was found to have a shorter total intervention time than RR2 across all participants. Implications and future applications of repeated reading interventions are discussed.