Using Repeated Reading to Improve Reading Speed and Comprehension in Students with Visual Impairments. (March 2013)

• Record Type: Journal Article
• Authors: Savaiano, Mackenzie E.; Hatton, Deborah D.
• Is Part Of: Journal of visual impairment & blindness. Volume 107:Number 2(2013)
• Page Start: 93
• Page End: 106
• Publication Date: 2013-03
• Subjects: Blind -- Periodicals; People with visual disabilities -- Periodicals; Blindness -- Periodicals; Vision disorders -- Periodicals; Blind; Blindness; People with visual disabilities; Vision disorders; Blindness; Vision Disorders; Periodicals; Periodicals; Electronic journals; 362.4105
• DOI: 10.1177/0145482X1310700203
• Languages: English
• ISSNs: 0145-482X

Abstract

Introduction: This study evaluated whether children with visual impairments who receive repeated reading instruction exhibit an increase in their oral reading rate and comprehension and a decrease in oral reading error rates. Methods: A single-subject, changing-criterion design replicated across three participants was used to demonstrate the association between a repeated reading intervention and the oral reading rate, comprehension, and error rate. Results: Visual analysis of the data indicates that there was a functional relation between repeated reading and oral reading rate for two participants, and a functional relation between repeated reading and comprehension for all participants. There was not a functional relation between repeated oral reading and error rate. Discussion: Based on the results of this study, repeated reading appears to be an effective practice for some students with visual impairments. Implications for practitioners: Teachers and parents can engage children in repeated reading activities in an effort to develop automaticity in reading and to improve oral reading rates.