The Impact of Repeated Reading on Oral Reading Fluency Scores In Elementary Students with Learning Disabilities

Date of Award

Fall 12-19-2019

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Special Education


Graduate Studies

Committee Chair

Ximena Sourez-Sousa


learning disabilities, repeated reading, echo reading, partner reading


The author of this study needed to increase her students’ oral reading fluency scores using an effective method. The purpose of this study was to investigate which repeated reading strategy was most effective in increasing students’ fluency and comprehension: partner reading or echo reading. Partner reading consisted of the teacher reading one sentence and then the student reading the following sentence, alternating until the end of the passage. Echo reading consisted of the teacher reading one sentence and the student echoing (repeating) the same sentence. The participants in this study included 6 elementary students, 5 of which were male and 1 female. Participants were in either 2nd or 3rd grade and they were all eligible for special education services under the category of Specific Learning Disability; each student showed a need for special education instruction in the area of reading. The findings of this study conclude that echo reading had a greater impact on increasing students’ oral fluency and their comprehension than partner reading.

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