ALL REPEATED READING FLUENCY STRATEGIES ARE NOT CREATED EQUAL

Repeated reading has been recommended as a method to improve reading fluency. This quantitative study of 12 second graders, compared students' reading growth using a multidimensional fluency scale on pre and post readings of a passage using four methods of repeated reading; Read Aloud, Read Aloud with a Think Aloud, Partner Reading, and iPad reading. The multidimensional fluency scale assesses student performance on five components or strands; accuracy, phrasing, smoothness, pace, and expression and volume. The two strategies incorporating teacher feedback, Read Aloud and Read Aloud with a Think Aloud, resulted in greater fluency growth as measured by the composite score on the multidimensional fluency scale than those methods incorporating just peer or individual feedback. On the second grade level, the role of the teacher appeared to be more impactful than that of peers or self. Further analysis of the five strand scores revealed that although each repeated reading strategy resulted in improved fluency composite scores, the four strategies did not impact each strand equally. The Read Aloud strategy impacted accuracy, smoothness, and pace, while the Read Aloud with a Think Aloud strategy more significantly impacted phrasing and smoothness. Partner Reading most significantly impacted expression and volume. The data indicated the importance of teacher's choice of repeated reading strategy being determined by the scores on the students' initial reading strands.