Skip to Main Content
 

Global Search Box

 
 
 
 

ETD Abstract Container

Abstract Header

Effects of Repeated Readings on Fluency and Comprehension for Middle School Students with Disabilities

Faulhaber, Jillian Michele

Abstract Details

2016, Master of Arts, Ohio State University, Educational Studies.
The purpose of this study was to determine if repeated readings with error correction would increase a child’s reading fluency and comprehension for middle school students with disabilities. Three middle school students with reading deficits participated in the study. This study used AB designs across three students. Results indicated that repeated readings with error correction increased the average correct words per minute for each student, decreased the average number of errors per minute for each student, and increased the average number of reading comprehension questions students answered correctly.
Sheila Morgan (Advisor)
Moira Konrad (Committee Member)
43 p.

Recommended Citations

Citations

  • Faulhaber, J. M. (2016). Effects of Repeated Readings on Fluency and Comprehension for Middle School Students with Disabilities [Master's thesis, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468338807

    APA Style (7th edition)

  • Faulhaber, Jillian. Effects of Repeated Readings on Fluency and Comprehension for Middle School Students with Disabilities . 2016. Ohio State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1468338807.

    MLA Style (8th edition)

  • Faulhaber, Jillian. "Effects of Repeated Readings on Fluency and Comprehension for Middle School Students with Disabilities ." Master's thesis, Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468338807

    Chicago Manual of Style (17th edition)