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A Comparison of the Effects of Repeated Readings with and without Live Model Listening Preview on Reading Fluency and Comprehension for English Language Learners

Berry, Laura

Abstract Details

2010, PhD, University of Cincinnati, Education, Criminal Justice, and Human Services: School Psychology.
Previous research has demonstrated the effectiveness of both repeated readings (RR) and listening previewing (LP), alone and in combination, to improve the reading performance of monolingual English speakers. Little research has examined these interventions for English Language Learners, however. Further, it is not yet established whether or not the addition of a live model improves the effects of RR for this population. An alternating treatment design with baseline was used to compare the effects of 2 interventions, RR with and without a live model preview, on the reading fluency and comprehension of practiced reading material for 5 third-grade, native Spanish speakers. Visual analysis revealed that adding a modeling component did not result in greater performance compared to RR alone for any of the participants. Assessments on unpracticed passages revealed generalized gains in reading fluency and/or comprehension for 3 of the 5 participants.
Renee Oliver Hawkins, PhD (Committee Chair)
Janet Lee Graden, PhD (Committee Member)
Roger Collins, PhD (Committee Member)
85 p.

Recommended Citations

Citations

  • Berry, L. (2010). A Comparison of the Effects of Repeated Readings with and without Live Model Listening Preview on Reading Fluency and Comprehension for English Language Learners [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1289235393

    APA Style (7th edition)

  • Berry, Laura. A Comparison of the Effects of Repeated Readings with and without Live Model Listening Preview on Reading Fluency and Comprehension for English Language Learners. 2010. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1289235393.

    MLA Style (8th edition)

  • Berry, Laura. "A Comparison of the Effects of Repeated Readings with and without Live Model Listening Preview on Reading Fluency and Comprehension for English Language Learners." Doctoral dissertation, University of Cincinnati, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1289235393

    Chicago Manual of Style (17th edition)