Abstract
AbstractThe development of reading fluency is an important goal of reading instruction. Two approaches that are effective in fostering fluency are the methods of repeated reading and reading-while-listening. In this study, the effectiveness of the two approaches in promoting fluency for third-grade students was compared. Subjects practiced reading one passage independently and another passage while listening to a fluent oral rendition. Each treatment consisted of a pretest, two practice sessions, and a posttest. Both approaches resulted in significant gains in reading speed and word recognition accuracy. However, no significant differences between methods were detected. Implications for classroom reading instruction are discussed.
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