Date of Award
5-1-2026
Document Type
Dissertation
Degree Name
Ph.D. in Education
First Advisor
Lane Gauthier
Second Advisor
Diane Lowry
Third Advisor
Rick Balkin
School
University of Mississippi
Relational Format
dissertation/thesis
Abstract
This study examined the effects of a repeated reading (RR) intervention on the oral reading fluency and comprehension of first grade students identified as “at-risk” in a high poverty school in the Mississippi Delta. Students from low socioeconomic status (SES) backgrounds often have limited early literacy experiences, which contributes to persistent achievement gaps in reading (Romeo et al., 2022; NAEP, 2024). This study is grounded in LaBerge and Samuels’ (1974) theory of automaticity to employ an intervention focused on building reading fluency as a means to improve reading comprehension.
Six students participated in one-on-one sessions three times per week for four consecutive weeks. Each session included a listening passage preview (LPP), repeated readings (RR), and systematic error correction (SEC). Data were collected via iReady Literacy assessment, an Informal Reading Inventory (IRI), and timed oral readings measuring percentage of words correct (PWC) and percentage increase of words correct (PIWC).
Recommended Citation
Martz, Kaitlin, "Read Again, Succeed Again" (2026). Electronic Theses and Dissertations. 8847.
https://egrove.olemiss.edu/etd/8847