Improving reading proficiency through the use of repeated readings and explicit instruction in high-frequency words

Emery L. Boyle-Scott


This case study documented the effects of systematic tutoring sessions focused on explicit instruction in sight word vocabulary and repeated readings on the reading fluency of one struggling second grade student. Scientific research studies show that repeated readings (Sindlear, Monda, and O’Shea, 1990) and direct instruction in high-frequency word vocabulary (Jasmine & Schiesl, 2009) has a positive effect on students’ reading skills. The intervention sessions in this case study included journal writing, repeated read alouds conducted by the instructor, repeated readings conducted by the student, and explicit teaching of sight word vocabulary. The pre-and post-test data collected from the Developmental Reading Assessment 2 (DRA; Beaver & Carter, 2009) and the Developmental Reading Assessment 2 Word Analysis (Beaver & Carter, 2009) revealed gains in reading comprehension and an increase in high-frequency word recognition. Informal assessment data collected throughout the 12 intervention sessions revealed overall gains in reading comprehension between the student's first and second readings of a text. An analysis of data indicated that the systematic tutoring sessions were moderately effective at increasing one struggling student’s reading comprehension and high-frequency word recognition.