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Effects of Repeated Reading and Listening-while-Reading on Reading Fluency
Timothy V. Rasinski
The Journal of Educational Research
Vol. 83, No. 3 (Jan. - Feb., 1990), pp. 147-150
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/40539669
Page Count: 4
You can always find the topics here!Topics: Reading fluency, Pretests, Posttests, Speed reading, Reading teachers, Speech discrimination, Teachers, Reading instruction, Reading research, Classrooms
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The development of reading fluency is an important goal of reading instruction. Two approaches that are effective in fostering fluency are the methods of repeated reading and reading-while-listening. In this study, the effectiveness of the two approaches hi promoting fluency for third-grade students was compared. Subjects practiced reading one passage independently and another passage while listening to a fluent oral rendition. Each treatment consisted of a pretest, two practice sessions, and a posttest. Both approaches resulted hi significant gams in reading speed and word recognition accuracy. However, no significant differences between methods were detected. Implications for classroom reading instruction are discussed.
The Journal of Educational Research © 1990 Taylor & Francis, Ltd.