Improving reading fluency in elementary school students with assisted reading techniques

The purpose of the study was to test the hypothesis that third grade students who participated in an assisted reading group would exhibit greater reading fluency than students who practiced repeated reading without a fluent oral model. It was also hypothesized that students who participated in an assisted reading group would exhibit fewer reading miscues than students who practiced repeated reading without a fluent oral model. Twenty-two third grade students were randomly assigned to one of two groups. There were eleven students in the experimental group and eleven students in the control group. The class read a one hundred word passage as a pretest. The pretest was scored in words per minute and number of miscues. The experimental group then participated in treatment sessions which incorporated various forms of assisted repeated reading. The class then read an equivalent one hundred word passage as a posttest. The posttest was scored the same as the pretest and the results compared. The t Test for Independent Samples was used to determine the significance of the findings. The results proved to be significant at the level of p = .10