THE STUDY was designed to investigate the effect of two repeated reading procedures on second-grade transitional readers' (Chall, 1983) oral reading performance with practiced and unpracticed passages. Seventeen transitional readers were selected on the basis of average or better decoding ability but below-average reading rate and were assigned to one of two types of repeated reading training, using either a read-along procedure or independent practice. Results showed that transitional readers' rate, accuracy, comprehension, and prosodic reading (reading in meaningful phrases) were significantly improved by repeated reading practice regardless of the training procedure employed. Gains in repeated reading of practiced passages transferred to unpracticed, similar passages; however, practice on a single passage was not as effective as practice on a series of passages. Prosodic reading was most facilitated by the read-along procedure.

Effects of Repeated Reading on Second-Grade Transitional Readers' Fluency and Comprehension.

Fluency: The neglected reading goal.

(1991). Speaking of prosody: Fluency's unattended bedfellow. Theory Into Practice: Vol. 30, Fluency in Oral Reading, pp. 165-175.

Speaking of prosody: Fluency's unattended bedfellow

An alternating treatments design was used to investigate the relative effects of two oral reading previewing, or prepractice, procedures: (a) silent, in which the student reads silently the assigned reading passage prior to reading the passage aloud, and (b) listening, in which the teacher reads the assigned selection aloud and the student follows along silently prior to the student reading the passage aloud. Six elementary school aged learning disabled students, three boys and three girls, participated in the study. Results indicated that systematic prepractice procedures were related to higher performance levels than was baseline (no prepractice). Differential effects were noted: the listening procedure was related to higher rates of words read correctly than was the silent procedure. Results are discussed further in terms of the implications for research and instructional procedures.

The Effects of Two Prepractice Procedures on Oral Reading

This article reports findings from a study of reading instruction in low-ability basal reading groups. Through this study a procedure for effective use of oral reading was developed and validated. The study was carried out as a co-operative effort between a university-based reading educator and a second-grade classroom teacher. The students participating in the study were members of the lowest reading group in this teacher's second-grade class. The procedure used initially in the study was derived from a historical review of oral reading practices in basal instruction and the literature on effective use of oral reading in clinical settings. Various aspects of the procedure were modified and refined repeatedly over the course of the investigation. The procedure that finally emerged as a result of this process is one that provides an alternative to classroom teachers in terms of how to guide the reading of basal stories. Use of this procedure, in contrast to the practices recommended by basal publishers, in...

Mary Hallan Neville

Papers

Effects of oral and echoic responses in beginning reading.