Abstract
The purpose of this study was to examine the outcomes of a home-based, repeated reading intervention in which texts are matched to children’s school-based instructional reading level. Results indicated that across the five cases, improvements were evident in reading accuracy, rate, and fluency for the take-home texts and all participants’ instructional reading levels increased during the intervention. Parents’ support for children’s reading differed across cases. The five participating children read more than 18,000 words during the course of the intervention.
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