Abstract
Repeated reading is an intervention with strong evidence for improving students’ oral reading fluency. However, little research has examined the use of this intervention outside of traditional school contexts. School closures due to COVID-19 forced schools and teacher preparation programs to create new approaches to evidence-based reading interventions that could be delivered online. This study examined the effects of a repeated reading fluency intervention delivered synchronously online. A single-case repeated acquisition design examined the intervention’s effects on three upper elementary students’ correct word reading fluency, defined as the number of words read correctly per minute. Visual analysis indicated repeated readings had a positive impact on all students’ reading fluency. Future research should examine whether this intervention can improve students’ comprehension when delivered online.
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