Brooks Julia

Date of Award


Document Type

Action Research Project

Degree Name

Master of Arts in Education



First Advisor

Carol Knicker


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.