Date of Award

Fall 12-16-2021

Document Type

Thesis (699 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Tiffany Bockelmann


reading, interventions, repeated reading, second grade



Reading is a lifelong skill that is used in many other subject areas. When students aren’t meeting the academic standards set before them in reading, often times, reading interventions take place. Repeated reading is an intervention that targets improving students’ oral reading fluency. This study took place during a second grade classroom’s reading intervention time. The study included four students from my class that were reading below a second grade reading level. I worked one-on-one with these students to conduct the intervention. The purpose of the study was to determine the effectiveness of the intervention of repeated reading in relation to reading fluency and comprehension. The research question that guided this study was, “How does the targeted fluency intervention of repeated reading impact second grade readers in fluency and comprehension?” I conducted timed running record assessments three times per week, along with multiple choice comprehension question assessments to determine students’ progress. Data was analyzed to determine if the intervention had a positive effect in student’s oral reading fluency and comprehension. It was determined that the repeated reading intervention did have a positive effect on students’ oral reading fluency, and was inconclusive if it did have a positive effect on students’ comprehension. All four students who participated in the study improved their words per minute score when analyzed using pre and post assessment data.



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