Repeated Reading Analysis Paper

Repeated Reading

Analysis

Repeated reading is a reading strategy that is used to increase reading speed, enhance comprehension, and it also enables students to become confident and independent readers (Moats & Davidson, 2009). For researchers who have reviewed the effectiveness of repeated readings, they have consistently found the strategy to promote positive outcomes in fluency and comprehension for students who struggle with reading (Mercer, Mercer & Pullen, 2011). Struggling readers may benefit from repeated readings well into the intermediate years (Mercer, Mercer, & Pullen, 2011). According to Mercer, Mercer, and Pullen (2011), struggling readers may continue to participate in the repeated readings strategy until they achieve automaticity on grade level text. Repeated readings involve students reading short passages orally over and over again (Ruetzel & Cooter, 2007). The Six Minute Solution fluency program can be used with our struggling readers. In this program, students are given a graded word list to determine their instructional reading level.

Once materials are ready, partner 1 reads for one minute. While partner 1 is reading, partner 2 acts as a checker and marks reading errors on his/her copy of the passage. At the end of the minute, partner 2 provides feedback and tells partner 1 how many errors he/she made and tells the student how many words they read correctly in that minute. Partner 1 then records their words correct per minute (WCPM) on their fluency record/graph. The process is then repeated while partner 2 reads for 1 minute, and partner 1 is the checker. Adams and Brown (2011) state that the Six Minute Solution process should only take six minutes of class