The effects of a repeated readings instructional package on the fluency and comprehension of elementary students with mild intellectual disabilities

Abstract

The purpose of this study was to examine the efficacy of repeated reading on the reading fluency and comprehension of three elementary-age students with intellectual disabilities. A multiple probe across participants design (Tawney & Gast, 1984) was utilized. During baseline, the researcher recorded the correct words per minute, errors per minute, and percentage of comprehension questions answered correctly during single readings of passages without error correction. During the intervention phase, students read each passage three times while the researcher delivered error correction. Correct words per minute, errors per minute, and percentage of comprehension questions answered correctly were noted for the third and final reading of the passage. Finally, a week after meeting the established criteria for mastery, the students entered into the maintenance phase during which baseline procedures were replicated. After the conclusion of the study, social validity was measured through student responses to questions presented by the researcher. Results indicate that the intervention increased the oral reading fluency of all three participants. There was not enough evidence to indicate a functional relationship between the intervention and reading comprehension of elementary-age students with intellectual disabilities. Limitations of the study, practical considerations for both special and general education classroom teachers, and future research questions are discussed.