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Repeated versus Sequential reading: An analysis of fluency and word retention

Elie, Stephanie Zona

Abstract Details

2008, Specialist in Education, Miami University, Educational Psychology.
This was an exploratory study aimed to compare repeated reading to a reading intervention coined sequential reading. Repeated reading involved reading stories with 100% word overlap, and sequential reading involved reading stories with 70-90% word overlap. The two conditions were compared on fluency retention and retention of individual previously unknown words. Ten elementary-aged children with reading difficulties participated in the study as part of a summer reading program. Results suggest that repeated reading yielded significantly higher fluency and individual word retention over sequential reading. Instructional implications are that repeated reading is important for retention over reading an equivalent amount of different stories with high word overlap.
Katherine Wickstrom, PhD (Committee Chair)
Kevin Jones, PhD (Committee Member)
Berger Allen, PhD (Committee Member)
Raymond Witte, PhD (Committee Member)
36 p.

Recommended Citations

Citations

  • Elie, S. Z. (2008). Repeated versus Sequential reading: An analysis of fluency and word retention [Doctoral dissertation, Miami University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=miami1227628657

    APA Style (7th edition)

  • Elie, Stephanie. Repeated versus Sequential reading: An analysis of fluency and word retention. 2008. Miami University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=miami1227628657.

    MLA Style (8th edition)

  • Elie, Stephanie. "Repeated versus Sequential reading: An analysis of fluency and word retention." Doctoral dissertation, Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1227628657

    Chicago Manual of Style (17th edition)