Using Repeated Reading to Improve Reading Speed and Comprehension in Students with Visual Impairments

Abstract

Introduction: This study evaluated whether children with visual impairments who receive repeated reading instruction exhibit an increase in their oral reading rate and comprehension and a decrease in oral reading error rates. Methods: A single-subject, changing-criterion design replicated across three participants was used to demonstrate the association between a repeated reading intervention and the oral reading rate, comprehension, and error rate. Results: Visual analysis of the data indicates that there was a functional relation between repeated reading and oral reading rate for two participants, and a functional relation between repeated reading and comprehension for all participants. There was not a functional relation between repeated oral reading and error rate. Discussion: Based on the results of this study, repeated reading appears to be an effective practice for some students with visual impairments. Implications for practitioners: Teachers and parents can engage children in repeated reading activities in an effort to develop automaticity in reading and to improve oral reading rates.

The Relationship Between Reading Strategy and Reading Comprehension: A Meta-Analysis

“…Regarding comprehension, reading strategies can be defined as a series of specific, deliberate, goal-directed mental processes or behaviors which control and modify the efforts of a reader to decode a text, understand words and construct the meaning of a text (Weinstein and Mayer's, 1986, p. 315;Anastasiou and Griva, 2009). Extensive literature suggests that reading strategies facilitate the text comprehension process through reading rate (Pattillo et al, 2004;McGeown et al, 2013;Lin and Yu, 2015), reading speed (Savaiano and Hatton, 2013;Alharbi, 2015;Layes et al, 2015), and comprehension accuracy (Aghaie and Zhang, 2012;Pei, 2014;Spörer and Schünemann, 2014). Weinstein and Mayer's (1986) categorized reading comprehension strategies into four groups based on strategy function: Affective strategy (AS), Elaboration strategy (ES), Monitoring strategy (MS), and Organization strategy (OS).…”

Inference making skill in children with visual impairments

“…Although little is known about the underlying causes for the developmental lag in reading skill found in children with visual impairments (e.g., Douglas et al, 2002Douglas et al, , 2004 it is important to develop a detailed profile of partially-sighted children's reading ability (at least comparable to the wellresearched reading profile of their TS peers) as their documented lag in reading comprehension ability compared to TS children increases with age, and research indicates that in the UK children with VIs are already entering secondary education (11+ years) with lower attainment than other pupils (Chanfreau & Cebulla, 2009). This study represents a move in the direction of establishing a reading profile for this population of novice (7-11 years) readers, which could then be utilised by researchers examining how best to support reading in individuals with VIs, whether that be via the use of assistive technologies (e.g., Argyropoulos, Padeliadu, Avramidis, Tsiakali, & Nikolaraizi., 2019;Argyropoulos, Paveli, & Nikolaraizi, 2019), or other approaches such as repeated readings (that could emphasise spatial information in narratives) (e.g., Savaiano, & Hatton, 2013).…”

Az gören öğrencilerin okuma akıcılığının artırılmasında beceri temelli, performans temelli ve birleştirilmiş müdahale programlarının etkililiklerinin karşılaştırılması

“…In a study conducted by Corn et al, (2002) researchers discussedthat reading fluencyproblems with students with low vision lead varied academic problems. However, research findings also demonstrate that students' reading fluency increases with the implementation of different intervention techniques with studentswith low vision (Güzel-Özmen et al 2009;Savaiano and Hatton, 2013). In fact, a large number of studies indicated that students' reading fluency increases as a result of variousinterventions (Chafouleas, Bradley and Martens, 2002;Chafouleas, Martens, Dobson, Weinstein & Gardner, 2004;Eckert, Ardoin, Daisey & Scarola, 2000;Vanauken et al, 2002).…”