Effects of repeated reading and explicit vocabulary instruction on fluency and comprehension

Kristie Cushman

Abstract

This case study focuses on Kennedy, a hardworking fourth grade student with a learning disability in reading. Kennedy struggles with fluency and comprehension. To begin, Kennedy was assessed using the Qualitative Reading Inventory-5 (QRI-5) (Leslie, & Caldwell, 2011). The results of this assessment in conjunction with existing research were used to develop an intervention plan. The intervention included the use of repeated reading and explicit vocabulary instruction to increase fluency and comprehension. At the end of the study, the QRI-5 (Leslie, & Caldwell, 2011) was once again used to assess Kennedy's progress. The results of the assessment indicated that Kennedy increased her instructional reading level by about one year.