The effect of rereading text at a student’s instructional level upon reading fluency

Abstract

The purpose of this study was to determine the effect of repeated readings of text at a student’s instructional level upon reading fluency. The participants for this study included seven third grade students who were reading below grade level and below the fluency norms for beginning third graders. The participants included three girls and four boys, ages 8 to 9. Data was collected using leveled readers, weekly running records for fluency from a pretest and a posttest, student completed graphs, and a pretest and posttest measurement of reading comprehension using the Scholastic Reading Inventory. The main findings indicated that explicit fluency instruction, engaging students in rereading text, and modeling fluent reading do positively impact reading fluency.