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



repeated readings, comprehension, 5th grade, fluency


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.