Abstract
Due to large class size and typically frontal teaching, learning to read is extremely difficult for elementary school students in Burkina Faso, who struggle to develop the fluency needed for comprehension. This study examined the effects of an assisted repeated reading program (ARR) on student fluency development in a large third grade class in Burkina Faso. The fluency of 94 students was assessed before and after the intervention. The results show that this program had a positive effect on the fluency development of poor and very poor readers.
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