The Effect of Paired Repeated Reading Intervention on Oral Reading Fluency

Date of Award

Spring 5-11-2018

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Ximena P. Suarez-Sousa, Ph.D.


repeated reading, paired reading, partner reading, modeling


This study compared oral reading fluency rate of second grade students receiving Paired Repeated Reading Intervention with a Comparison group of second grade students who did not receive an intervention. Students in both the Intervention and Comparison groups were below grade level average on the second-grade winter aimswebPlus Oral Reading Fluency screener but met grade level expectations on text level and comprehension assessments. The intervention combined modeling, specific fluency strategy instruction, repeated reading, and partner reading with specific feedback. Intervention was conducted for 15-20 minutes, three times a week for six weeks. Students in both the Intervention group and Comparison group were progress monitored weekly using aimswebPlus oral reading fluency passages. Results showed that oral reading fluency rate improved for students receiving Paired Repeated Reading Intervention, but the rate of growth was only slightly greater than the rate of students in the Comparison group. Additionally, students receiving the intervention decreased the number of errors made on repeated reading passages, improving their accuracy. This study supports previous research on the benefits of repeated reading and partner reading.

Abstract only: No full text available.