Abstract
The goal of this research was to evaluate the efficacy of Reading RACES (RR), a computer software that offers a repeated reading intervention with culturally relevant texts. This research definitely looked at how RR affected first-grade students in an urban setting's oral reading fluency (ORF) and comprehension gains, as well as whether such improvements would transfer to unfamiliar, generic texts. Five African American first-graders at risk of failing to master reading skills were chosen to take part in this research. The usage of RR and student increases in ORF and understanding were shown to be functionally related, according to the results. The ORF and understanding of rehearsed passages improved moderately too significantly for all research participants. The findings also demonstrated that even a month after the intervention, reading abilities persisted and were generalized to fresh texts. These results increase the body of prior evidence that supports RR.
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