The Effect of Repeated Readings on Oral Fluency, Prosody, and Comprehension in a First-Grade Classroom

Date of Award

Fall 12-19-2019

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

David Kupferman


fluency, prosody, comprehension, repeated reading



Oral fluency, prosody, and comprehension all play a vital role in students’ ability to read effectively. If students are able to read fluently and with proper expression, this is when comprehension best takes place, the ultimate goal of reading. Research shows that the repeated reading intervention has impacted struggling readers in a positive way by improving these three literacy components. The purpose of this study is to explore the effects of the repeated reading strategy on ten first-grade students’ fluency, prosody, and comprehension. Results indicated that students in the study improved their reading rate and accuracy, improved their overall use of intonation, stress, rate, phrasing, volume, and pitch, and improved their reading comprehension. Therefore, the repeated reading strategy had a positive effect on students’ oral fluency, prosody, and reading comprehension.

Abstract only: No full text available.