Date of Award
Action Research Project
Master of Arts in Education
This study aimed to investigate the effects of daily repeated reading on first-grade students' oral reading fluency scores and to examine the role of parental involvement in this process. The study used fluency benchmark scores and bi-weekly progress monitoring scores to collect data over a nine-week period. Although there was an initial statistically significant increase in scores, the study's results showed no overall effect on oral reading fluency scores. Variables, including outliers and limited parental involvement, may have affected the study's results. Further research with larger sample sizes and more rigorous control over variables is needed to confirm these findings.
Julia, Brooks. (2023). The Effects of Repeated Reading Interventions on First-Grade Reading Fluency. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/522