Presenter(s)

• Amber Shuster, Graduate Student , University of Tennessee - Knoxville
• Merilee McCurdy, Program Coordinator, University of Tennessee - Knoxville
• Hallie Coleman, Graduate Student, University of Tennessee - Knoxville
• Fiona Hart, Graduate Student, University of Tennessee - Knoxville
• Tess Marlin, Graduate Student, University of Tennessee - Knoxville

Abstract

Data were collected from 10 elementary school students to determine if there were any differences between two variations of a repeated reading intervention. In condition one (RR1), participants were asked to read a 150-word passage three times. In condition two (RR2), participants were asked to read three 50-word sections of a 150-word passage twice, then read the whole passage once. Researchers collected data on the length of time required for each intervention and oral reading fluency, calculated by words correct per minute. Results of this study indicated that there are no significant differences between the administration procedures for RR intervention.