Reciprocal Peer Tutoring Using Repeated Reading: a Systematic Replication Using Small Groups of Students
Year: 2007
Type: article
Abstract: This study investigated the effects of small group peer-mediated repeated reading practice on reading fluency and comprehension for students at risk for reading failure.Previous research has investigated the efficacy of peer-mediated repeated reading interventions carried out by student dyads.This research extends the existing research by further investigating the impact of repeated reading on oral reading fluency and comprehension when carried out in a small group format with students in a fourth grade classroom.Results indicated that repeated reading practice in a small group format was effective in improving levels of reading fluency and reading comprehension skills of four targeted students, but there did not appear to be enough data to interpret trend (Christ, 2006).Evidence also indicated immediate class-wide changes in fluency and comprehension but these effects were diminished in follow-up.Acceptability ratings showed that the format was easy to implement and acceptable to stakeholders.
Author: Maria Rose Oddo
Institution: University of Cincinnati
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2599579804