The Effects of Oral Repeated Reading With and Without Corrective Feedback on the Fluency and Comprehension of Narrative and Expository Text for Struggling Readers
Sukhram, Diana Patricia
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Permalink
https://hdl.handle.net/2142/80042
Description
Title
The Effects of Oral Repeated Reading With and Without Corrective Feedback on the Fluency and Comprehension of Narrative and Expository Text for Struggling Readers
Author(s)
Sukhram, Diana Patricia
Issue Date
2008
Doctoral Committee Chair(s)
Monda-Amaya, Lisa
Department of Study
Special Education
Discipline
Special Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Reading
Language
eng
Abstract
In this study, the effects of oral repeated reading with and without corrective feedback on the fluency and comprehension of 6-7th grade struggling readers are examined. Comparisons were made by group on readings of narrative and expository texts and by type of comprehension questions. Students were randomly assigned to one of two reading groups (oral repeated reading with corrective feedback and oral repeated reading without corrective feedback). Participants in each group were required to repeatedly read a narrative and an expository passage. Statistical analyses (i.e., repeated measures ANOVA and ANCOVA) were used to determine the overall effects on fluency and comprehension as well as to determine differential effects demonstrated by groups on text type and comprehension question type. Results indicated that both conditions improved fluency and comprehension. While statistically significant increases in fluency (WCPM) were found for both groups from the first to the second to the third reading across text type, no statistically significant differences were found between the two groups. Furthermore, participants in the corrective feedback group demonstrated statistically significant increases in their comprehension performance on expository text from pre- to post-test. Finally, while participants in both groups showed improvements in responses to the implicit and explicit comprehension questions across passages a statistically significant increase was only confirmed for the corrective feedback group on implicit comprehension questions from expository text. Limitations and implications for research and practice are discussed.
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