The Effects of Two Repeated Reading Interventions on Generalization of Fluency

Abstract

A multitreatment, single-subject research design was used to compare the effects on gains in fluency of two types of mastery criteria for repeated reading. The subjects were four males with learning disabilities, who were at a beginning reading level. One intervention required the students to reread a passage until they demonstrated three successive improvements; the other intervention required rereading until 90 correct words per minute was reached. Both types of criteria resulted in fluency gains for all students, with a mean gain of 58% under the improvements condition and 62% under the fixed-rate condition. The successive improvements criterion appeared to be the more efficient and showed consistent positive effects of fluency gains on generalization to unpracticed passages.