Reading to Read: Generalization and Effects On Comprehension

Date of Award


Degree Type


Degree Name

Doctor of Philosophy (PhD)



First Advisor

Ron P. Edwards

Advisor Department



This study was designed to investigate the effects of Repeated Reading (RR) and Reading to Read (RTR) upon oral reading fluency, comprehension, and generalization. A total of 8 students, 4 first graders and 4 second graders, were selected because of their poor reading skills as determined by the classroom teacher. A curriculum based assessment (CBA) was conducted to determine the students' instructional levels. All of the students' instructional levels were below that of their average classroom peers. Results showed that RTR yielded greater improvement in oral reading fluency, higher passage-mastery rates and better comprehension than RR. Improvements under the RTR intervention also generalized to an unpracticed passage at the same reading level.