Does Repeated Readings Using Expository Text and Word Overlap Lead to a Greater Gain in Fluency and Comprehension Than Non Word Overlap in Expository Text?

Abstract

This study explored the effects of repeated readings with and without overlapping domain specific vocabulary words of expository text. The goal of the study was to test the automaticity theory, a defining component of reading fluency. The study was an experimental design with two treatment groups and a control. Twenty-five participants were randomly assigned to either the repeated reading with word overlap treatment, repeated reading without word overlap treatment, or the KWL control with a single read. A pretest was administered on the first and last day. During each reading session, participants would meet with the researcher through Zoom. Results found that participants built general fluency more quickly with the repeated reading method compared to the single read and KWL. Additionally, participants improved comprehension with the repeated reading method in both the word overlap and no word overlap treatment groups.