Date of Award
Fall 12-19-2019
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Curriculum & Instruction
Department
Graduate Studies
Committee Chair
Coquyt
Keywords
repeated readings, comprehension, 5th grade, fluency
Abstract
This research is about repeated readings among 5th graders and the effect of praise or acknowledgement of different areas on a student's reading comprehension and fluency. Three test groups were given a six week intervention of repeated readings with one group receiving praise for fluency gains, one for comprehension gains and one group was give no praise. After six weeks of intervention, benchmark assessments were given to the three groups as well as the control.
Recommended Citation
Stroeing, Lisa, "Effect of Repeated Readings and Positive Praise on Reading Comprehension" (2019). Dissertations, Theses, and Projects. 244.
https://red.mnstate.edu/thesis/244