Developing Fluent First-Grade Readers Using Repeated Readings

The purpose of this study was to investigate what effects, if any, the implementation of repeated readings, as an intervention, has on first-grade students’ reading fluency. Baseline data was collected, and twelve first-grade students were chosen to participate in the small group repeated reading intervention. Throughout the six-week repeated readings intervention, students practiced short vowel word lists, short leveled passages, and sight word lists until these words became automatic and fluency and accuracy increased. Data collected during this study included benchmark Fountas and Pinnell reading level assessments, benchmark AIMSweb R-CBM assessments, AIMSweb R-CBM progress monitoring, short grade-level passages and sight word lists, weekly student reading surveys, and teacher observation notes. The data showed an overall increase in students’ word recognition, fluency, and accuracy of first-grade text. The results of this study indicate that the repeated readings intervention had a positive effect on students’ reading fluency, and the researchers will continue to implement the intervention with first-grade students