Effects of Repeated Readings on Reading Abilities of English Language Learners with Specific

178 Pages·2017·1.32 MB·English

by  Katrina G. Landa

Florida International University
FIU Digital Commons
FIU Electronic Theses and Dissertations University Graduate School
5-26-2009
Effects of Repeated Readings on Reading Abilities
of English Language Learners with Specific
Learning Disabilities
Katrina G. Landa
Florida International University, [email protected]
DOI:10.25148/etd.FI09070601
Follow this and additional works at:https://digitalcommons.fiu.edu/etd
Recommended Citation
Landa, Katrina G., "Effects of Repeated Readings on Reading Abilities of English Language Learners with Specific Learning
Disabilities" (2009).FIU Electronic Theses and Dissertations. 82.
https://digitalcommons.fiu.edu/etd/82
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FLORIDA INTERNATIONAL UNIVERSITY
Miami, Florida

EFFECTS OF REPEATED READINGS ON READING ABILITIES OF ENGLISH
LANGUAGE LEARNERS WITH SPECIFIC LEARNING DISABILITIES

A dissertation submitted in partial fulfillment of the
requirements for the degree of
DOCTOR OF EDUCATION
in
EXCEPTIONAL STUDENT EDUCATION
by
Katrina G. Landa

2009

DEDICATION
I dedicate this work to Cristian and Isabella. Thanks for taking this journey with me.
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ACKNOWLEDGMENTS
I would like to thank the members of my committee Major Professor Dr. Patricia
M. Barbetta, Dr. Benjamin Baez, Dr. Elizabeth Cramer, and Dr. Diana Valle-Riestra for
their honesty and support. This project would not have been possible without them.
I want to extend a special thanks to Dr. Ann Nevin, who first taught me about
single subject design and whose enthusiasm taught me to love it. Also, I would like to
thank Liliana Salazar and Lissette Robles for their support, input, and time dedicated to
this study.
Throughout my tenure at FIU, I have found my fellow students, the faculty, and
staff most supportive and thoughtful. I am grateful for everyone I have met while I
worked on my doctorate and every experience this has entailed.

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ABSTRACT OF THE DISSERTATION
EFFECTS OF REPEATED READINGS ON READING ABILITIES OF ENGLISH
LANGUAGE LEARNERS WITH SPECIFIC LEARNING DISABILITIES
by
Katrina G. Landa
Florida International University, 2009
Miami, Florida
Professor Patricia M. Barbetta, Major Professor
This study investigated the effects of repeated readings on the reading abilities of
4, third-, fourth-, and fifth-grade English language learners (ELLs) with specific learning
disabilities (SLD). A multiple baseline probe design across subjects was used to explore
the effects of repeated readings on four dependent variables: reading fluency (words read
correctly per minute; wpm), number of errors per minute (epm), types of errors per
minute, and answer to literal comprehension questions. Data were collected and analyzed
during baseline, intervention, generalization probes, and maintenance probes.
Throughout the baseline and intervention phases, participants read a passage
aloud and received error correction feedback. During baseline, this was followed by
fluency and literal comprehension question assessments. During intervention, this was
followed by two oral repeated readings of the passage. Then the fluency and literal
comprehension question assessments were administered. Generalization probes followed
approximately 25% of all sessions and consisted of a single reading of a new passage at
the same readability level. Maintenance sessions occurred 2-, 4-, and 6-weeks after the
intervention ended.
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The results of this study indicated that repeated readings had a positive effect on
the reading abilities of ELLs with SLD. Participants read more wpm, made fewer epm,
and answered more literal comprehension questions correctly. Additionally, on average,
generalization scores were higher in intervention than in baseline. Maintenance scores
were varied when compared to the last day of intervention, however, with the exception
of the number of hesitations committed per minute maintenance scores were higher than
baseline means.
This study demonstrated that repeated readings improved the reading abilities of
ELLs with SLD and that gains were generalized to untaught passages. Maintenance
probes 2-, 4-, and 6- weeks following intervention indicated that mean reading fluency,
errors per minute, and correct answers to literal comprehensive questions remained above
baseline levels. Future research should investigate the use of repeated readings in ELLs
with SLD at various stages of reading acquisition. Further, future investigations may
examine how repeated readings can be integrated into classroom instruction and
assessments.

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TABLE OF CONTENTS

CHAPTER PAGE

I. INTRODUCTION..................................................................................................1
Purpose of the Study...............................................................................................6
Statement of the Problem........................................................................................7
Research Questions...............................................................................................10
Operational Definitions.........................................................................................11
Summary...............................................................................................................17

II. LITERATURE REVIEW.....................................................................................20
Characteristics of Students Who Do and Do Not Read Well...............................20
English Language Learners and Reading.............................................................22
Students with Specific Learning Disabilities and Reading...................................24
English Language Learners with Specific Learning Disabilities and Reading.....26
Repeated Readings................................................................................................27
English Language Learners and Repeated Readings............................................28
Students with Specific Learning Disabilities and Repeated Readings.................30
English Language Learners with Specific Learning Disabilities and
Repeated Readings................................................................................................35
Summary...............................................................................................................36

III. METHOD.............................................................................................................40
Participants............................................................................................................40
Setting...................................................................................................................45
Materials...............................................................................................................45
Dependent Variables.............................................................................................50
Interobserver Agreement......................................................................................52
Treatment Fidelity.................................................................................................53
Experimental Design.............................................................................................55
General Procedures...............................................................................................56
Summary...............................................................................................................63

IV. RESULTS.............................................................................................................66
Treatment Fidelity.................................................................................................66
Interobserver Agreement......................................................................................67
Reading Fluency...................................................................................................67
Number and Types of Errors Per Minute..............................................................77
Correct Answers to Literal Comprehension Questions......................................115
Summary.............................................................................................................127

VI. DISCUSSION.....................................................................................................129
Reading Fluency.................................................................................................130
Errors Per Minute................................................................................................131
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Types of Errors Per Minute.................................................................................133
Correct Answers to Literal Comprehension Questions......................................134
Repeated Readings Summary.............................................................................135
Implications for Practice.....................................................................................137
Delimitations.......................................................................................................138
Limitations..........................................................................................................139
Suggestions future Research...............................................................................140
Summary.............................................................................................................142

REFERENCES...............................................................................................................145

APPENDICES................................................................................................................151

VITA .............................................................................................................................167
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LIST OF TABLES
TABLE PAGE

1. Demographic and Analytical Reading Inventory Data...........................................43

2. Individual Means on Reading Fluency...................................................................70

3. Mean Reading Fluency in Comparison Sessions and Generalization Probes.........71

4. Maintenance on Reading Fluency ..........................................................................72

5. Individual Means on Number of Errors Per Minute...............................................80

6. Mean Errors Per Minute in Comparison Sessions and Generalization Probes.......82
(cid:1)
7. Maintenance on Errors Per Minute.........................................................................83

8. Individual Means for Types of Errors Per Minute..................................................85

9. Mean Types of Errors Per Minute in Comparison Sessions and Generalization
Probes......................................................................................................................89

10. Maintenance Performance on Types of Errors Per Minute....................................90

11. Individual Means on Correct Answers to Literal Comprehension Questions......118

12. Mean Correct Answers to Literal Comprehension Questions in Sessions and
Generalization Probes...........................................................................................120
(cid:1)
13. Maintenance Performance on Correct Answers to Literal Comprehension
Questions...............................................................................................................121

(cid:1)

(cid:1)
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