Date of Award


Document Type

Action Research Paper

Degree Name

Master Of Arts In Language And Literacy

Colleges & School

College Of Education And Leadership

First Advisor

Kathy Murray

Library of Congress Subject Heading

Reading comprehension; Children with disabilities--Education; Fluency (Language learning)


Throughout my teaching career, I have wondered why some students can read with fluency and expression while other students struggle to read with fluency. I have taught special education and have worked with students who have a specific learning disability, emotional behavioral disability, cognitive disability and Autism. I have worked with students with disabilities from first, second, third and fourth grades, in all four grade levels; I have also observed students who struggle with reading fluency also struggle with reading comprehension. This made me wonder if reading fluency had an impact on comprehension. A fluent reader is one who is able to decode automatically without attention; thus they are able to process meaning at the same time they decode words (Homan, Klesius, Hite, 1993). After discussing this thought with many other colleagues and reading research articles, I wondered if implementing Repeated Reading in my classroom would increase students' fluency and in turn increase their comprehension. Due in part to my collaboration and research I explored the following research question, "Does student's fluency through the use of Repeated Reading increase student's comprehension?”


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