Date of Award
12-2024
Degree Type
Masters Thesis
Degree Name
Master of Arts (MA)
School
Psychology
Committee Chair
Dr. Emily DeFouw
Committee Chair School
Psychology
Committee Member 2
Dr. Zachary LaBrot
Committee Member 2 School
Psychology
Committee Member 3
Dr. Brad Dufrene
Committee Member 3 School
Psychology
Committee Member 4
NA
Abstract
Struggling readers exhibit reading fluency issues that can hinder their academic progress. The National Assessment of Educational Progress (NAEP) is a standardized test used to evaluate the reading performance of students. The transition to virtual learning amidst COVID-19 impacted the reading performance among diverse students. The Nation’s report card indicated that 83% of Hispanic/Black and 44% of Asian American students struggled with reading fluency. This also highlighted a substantial gap with students from diverse backgrounds (NAEP, 2022). Previous study findings provide evidence that the application of Repeated Reading (RR) is an evidenced based intervention that can improve reading fluency. This study investigated the impact of technology-delivered RR with diverse learners for Tier 2 support at an afterschool program. To evaluate the impact of the students’ Oral Reading Fluency (ORF) correct words per minute (CWPM) and error words per minute (EWPM) were measured. The research used a multiple baseline design with three third-grade students.
ORCID ID
0009-0008-3542-271X
Copyright
Kayla Sharee McVay, 2024
Recommended Citation
McVay, Kayla, "Evaluating Technology Delivered Repeated Reading with Diverse Learners" (2024). Master's Theses. 1067.
https://aquila.usm.edu/masters_theses/1067