Date of Award

Fall 12-16-2021

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Tiffany Bockelmann


fluency, reading rates, elementary reading fluency, oral reading rates, fluency strategies


Learning how to read fluently was a goal the researcher had which led to the research question; How does the intervention of repeated reading impact oral reading fluency rates in students who are reading below a 2nd grade level? The purpose of the action research was to implement the intervention of repeating reading to see if the oral reading fluency rates in struggling students increased. Struggling readers were identified through the Dynamic Indicators Of Basic Early Literacy Skills assessment (DIBELS). Struggling readers were considered to be reading below 52 words per minute, which was the 2nd grade benchmark for the fall.

The study had five participants who were reading below 52 words per minute. The participants worked with the researcher during the guided reading part of their school day. The group met three or four times a week for at least 15 minutes. At the end of each week a running record was taken to monitor the participants’ progress in their fluency rates. All data was charted on a fluency graph and analyzed by the researcher. The data showed an increase in fluency rates in each participant over the five-week study. Students read anywhere from 38% to 225% more words per minute at the end of the study compared to the beginning.

An in depth look at the study is given in this paper along with background research. Keywords used to accumulate research were fluency, reading rates, elementary reading fluency, oral reading rates, and fluency strategies.



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