Date of Award
Action Research Paper
Master Of Arts In Language And Literacy
Colleges & School
College Of Education And Leadership
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?”
Kurtz, Cathianne, "The connection between fluency and comprehension through the use of repeated reading" (2013). Master's Theses, Capstones, and Projects. 324.
Is this full-text open access?