Reading to Read: Evaluating a Variant of Repeated Reading

Date of Award


Degree Type


Degree Name

Doctor of Philosophy (PhD)



First Advisor

Ron Edwards

Advisor Department



Reading to Read (RTR), a repeated reading intervention designed to improve oral-reading fluency and incorporating features of curriculum-based assessment, curriculum-based measurement, direct instruction, and applied behavior analysis was applied to three pairs of third grade students experiencing reading difficulties and classified as regular education, Chapter I, and Special Education (LD) respectively. The research questions addressed were: (a) Would RTR improve the oral reading fluency of poor readers? and (b) Would the improvements in oral reading fluency vary as a function of students' entering skill levels? Beginning at their instructional level, students repeatedly read a story until a performance criterion, based on correct words per minute, was reached. They then advanced to another story at a higher level in the reading sequence. The results for all three pairs of students demonstrated that Reading to Read was much more effective in improving oral-reading fluency than the basic repeated reading procedure and that the rates of mastery did differ as a function of skill level. Progress rates in terms of stories mastered per session were approximately 81% greater using the Reading to Read method compared to repeated reading.