Educators acknowledge repeated reading is an effective
instructional method for helping students to read faster and more
accurately. There still is debate around the most effective methods of repeated reading in order to
achieve the best result.
Bastug and Keskin (2014) took a look at the length of
passages for repeated reading and found that students reading shorter texts had
better reading rates and accuracy when compared to students using longer texts
for repeated reading. Following two groups
of 3rd grade students, they
had one group read and reread short texts with no more than 100 words while the
other group read and reread longer texts with a maximum of 200 words. The findings showed both groups fluency
benefitted from repeated reading regardless of text length, but the percentage
change in rate and accuracy for students reading the shorter passages was
greater. (Bastug and Keskin, 2014, p. 116).
This results of this study changed my approach with my
reading groups. I now use shorter
passages with my 1st and 2nd grade struggling
readers. I find the students stay
engaged with shorter text and remember more from error correction when they
reread a passage. Additionally, I am
seeing more improvement even with less time spent on fluency due to the shorter
passages. My groups are more efficient
and successful!
APA Citation to Article:
Bastug, M., & Keskin, H. (2014). The
role of text length in repeated reading. European Journal of Educational Studies, 6(3),
111-119.
Link to Article:
http://ozelacademy.com/ejes.v6.i3-3%20corrected.pdf
Thanks your sharing :)
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