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impactof repeated readingon fluency, comprehension,and（影响重复readingon流畅，理解，和）.doc

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impactof repeated readingon fluency, comprehension,and（影响重复readingon流畅，理解，和）

Impact of Repeated Reading on Reading Fluency, Reading Comprehension, and Reading Attitudes of Eighth-Grade Students Vickki R. Carter Valdosta State University An action research project submitted in partial fulfillment of the requirements of the Education Specialist Degree in Exemplary Teaching at Valdosta State University. ABSTRACT: This study examined the impact of repeated reading on reading fluency, reading comprehension, and reading attitudes in eighth-grade students (N = 15). Regular education students were taught expository writing and guided reading using a novel for 4 ? weeks. Repeated reading of grade-level passages for the first 10-15 minutes of class was then added to the curriculum. The AIMSweb R-CBM, AIMSweb Maze CBM, and an attitude survey were used to assess student performance. Statistically significant gains were made during the repeated reading intervention in comprehension (M = 25.53, p = *0.01). Improvements, though not statistically significant, were made in reading fluency (M = 132, p = 0.17) and in students’ attitudes toward reading (p = 0.30). Today’s society is like no other in history. Information is available at the touch of a key or the click of a mouse in the matter of a split second. However, is it really that simple? The act of reading information from the computer monitor requires two simple tasks: decoding words and comprehending the text. This notion seems as easy as placing one foot in front of the other and walking from one room to the next. However, schools are filled with students who can call, or decode words beautifully but simply do not understand what they read. Comprehension is missing. According to the results of the 2007 National Association for Educational Progress (NAEP), Georgia’s average score was 259 and the nation’s public schools average score was 261. (National Center for Education Statistics [NCES], 2007, Table 1). Critical to the quality education that children and adolescents seek is the ability