Teaching Children in Year 4 Repeated Reading of the Same Texts in a Whole Class Situation will Improve their Reading Fluency and Comprehension Skills

In this study children received instruction in Repeated Reading of text in a Whole Class situation. Previous Research Projects have shown the benefits of individualized instruction and explicit teaching to individuals or small groups which have resulted in improvements in a child’s reading ability. This study investigated the impact on children’s reading ability when taught in a whole class situation. The children received intervention over 10 sessions. These sessions involved 5 prior to the school holidays and 5 post holidays. There was a two week break for these holidays. This Study returned the findings that Repeated Reading of Texts in a whole class situation is a valuable tool in helping children to improve their Reading Fluency and Comprehension. Results have shown that the children who received this intervention have recorded increased reading outcomes. The children were taught a reading strategy specific to Repeated Reading. This strategy could then be applied to other curriculum areas to further the child’s comprehension of text. The results indicate that teaching Repeated Reading Strategies does result in an increased Comprehension level and an increase in the child’s ability to read a passage fluently. Findings support the belief that Repeated Reading Strategies can be taught in a whole class setting and that the teaching of this skill will improve a child’s reading. This strategy can also be used and applied to others Curriculum areas as well as reading and Literacy. This practice can and should be used by children in all Curriculum areas that require the children to read passages of text.