Effects of Repeated Reading on Adults' Fluency and Reading Comprehension

Date of Award


Degree Type


Degree Name

Doctor of Philosophy (PhD)


Educational Studies and Research

First Advisor

W. Lee Pierce

Advisor Department

Educational Studies and Research


The purpose of the study was to investigate the effects of repeated reading on adults' fluency and reading comprehension. Forty four adult developmental reading students participated in a quasi-experimental designed study located in a large urban community college in southeast Louisiana. The experimental group received unassisted repeated reading instruction while the comparative group received traditional teacher directed instruction. The length of this study was 6 weeks of a 15-week semester, which consisted of 18 contact hours, and both groups received treatment for 75 minutes per class period twice a week. The experimental group was assigned 24 passages to practice four times during the 6-week treatment period. After reading a passage four times silently, a one-minute oral reading session was conducted and the correct words per minute were recorded in the students' record. The comparison group did not participate in the repeated reading practice sessions. The comparison group received traditional teacher directed instruction. For both the experimental and comparison groups, a pretest of measuring oral reading fluency and reading comprehension was given immediately upon entering the class, and a posttest was given after the treatment intervention period of 6 weeks. Reading comprehension was measured by the Nelson-Denny Reading Test while fluency was measured by the correct words per minute. Variables under study were analyzed, and results of reading comprehension and reading rate were compared to assess any significant differences between the two groups. The results of the study indicated that the participants in the repeated reading group demonstrated significantly higher reading comprehension and reading rate scores than the traditional teacher directed group. While the traditional teacher directed group demonstrated growth in both reading rate and comprehension, repeated reading indicated a more effective means of instruction. More research may be needed to validate this study's conclusion that using repeated reading generates a practical strategy for improving reading performance and growth.