Repeated Reading Essay Example

to focus on an interesting fact about George.

Each partner read the segment three times to their partner and rated their improvement on a Likert scale. The listener then commented on their partner's reading improvement. This repeated reading activity helped develop expertise.
The role of repeated reading in improving fluency has been neglected in education, but Allington (1983) brought attention to its importance. He found that oral fluency is crucial for defining successful reading and that readers can acquire fluency through training. Additionally, fluency training enhances overall reading ability. To further explore these concepts, researchers have used various repeated reading strategies and have observed improved fluency as a result of training. Studies have provided impressive evidence of enhancement in both reading rate and accuracy (Torgesen, 2002).

There is a growing body of evidence that fluency training is connected to improvements in reading ability. Studies have shown that rereading enhances reading comprehension (Perie, Grigg, ; Donahue, 2005), boosts vocabulary (National Reading Panel, 2000a, 2000b), and aids in understanding and retention of concepts (Dowhower, 1987; Huey, 1908/1968; Therrien, 2004). Furthermore, repeated reading has been shown to increase students' confidence in their reading abilities and their willingness to engage in this activity (Haring, Lovitt, Eaton, & Hansen, 1978). Researchers have found that fluency in reading can be improved through the use of the repeated reading strategy, leading to various accomplishments in reading (NRP, 2000; Therrien, 2004). There are four crucial elements to consider when implementing repeated reading: determining the necessary prerequisite skills of students, targeting students whose reading level is between first and third grade for maximum effectiveness, and addressing students with slower reading skills who may be in higher grades.

Students

who possess the ability to decipher more advanced words often struggle with slow and hesitant reading skills. While these students are suitable candidates for repeated reading intervention, it is not an appropriate method for students below first grade level. At this stage, these students are still learning to read words and require a different approach. It is crucial to base the implementation of repeated reading on the different stages of learning, as research suggests that each student progresses through these stages based on their prerequisite skills (Mercer and Mercer, 2001). Remarkable improvements in behavior and skill outcomes are observed when students advance through these various stages of learning.

The stages of learning are divided into six levels: entry level, acquisition, proficiency, maintenance, generalization, and adaptation. It is crucial to select skilled tutors because the success of the repeated reading program depends on their feedback on students' oral reading skills. In the second instructional component, correct feedback from competent tutors is vital. Tutors should communicate with students about errors in reading speed and word accuracy. Initially, tutors should identify the type of word error and decide whether immediate or delayed corrective feedback is necessary. The third instructional component focuses on rereading passages until students meet the required performance criterion. All students must reach the desired level of fluency, so it is important to ensure that they have sufficient time to reread each passage multiple times.

The choice of performance criteria is solely based on the reading skills of students. The conclusion is that repeated reading is an effective strategy for improving fluency and comprehension, while also fostering expertise. This approach leads to an increase in content and strategy

knowledge, as well as motivation. Furthermore, repeated reading allows students to work at a difficulty level where they can succeed. The distinct features of this fluency strategy suggest a need for further exploration of its integration into instruction. Although there is limited controlled research on incorporating repeated reading into literacy instruction, it is currently being utilized in whole language classrooms as an important component.

Undoubtedly, the soundness of integrating repeated reading into literacy instruction is evident. However, a systematic approach is needed to further explore its effectiveness. Research must examine varied purposes, materials, and modalities in both direct instruction and independent practice settings.