Effects of Repeated Reading on Second-Grade Transitional Readers' Fluency and Comprehension.

摘要: THE STUDY was designed to investigate the effect of two repeated reading procedures on second-grade transitional readers' (Chall, 1983) oral performance with practiced and unpracticed passages. Seventeen readers were selected basis average or better decoding ability but below-average rate assigned one types training, using either a read-along procedure independent practice. Results showed that rate, accuracy, comprehension, prosodic (reading in meaningful phrases) significantly improved by practice regardless training employed. Gains passages transferred unpracticed, similar passages; however, single passage not as effective series Prosodic most facilitated procedure.