Effectiveness of a Remote Repeated Reading Intervention on Reading Fluency

Abstract

Abstract Although research supports using repeated reading interventions to improve reading fluency for in-person administrations, this study examines the effects of a remotely administered (i.e., video conference) repeated reading intervention on reading fluency. We used a non-concurrent single-case research design with five elementary-aged students who exhibited reading fluency scores below the 25th percentile at pretest. Regarding participant demographics, four participants received special education services, and one was served entirely through general education. The first and second authors trained graduate students to implement the intervention. Overall, participants made gains in reading fluency with a large effect size (PAND = 0.8). In addition, we found high levels of procedural fidelity. Participants’ parents reported high levels of acceptability and feasibility of the remotely administered intervention and felt optimistic about continuing the intervention procedures after the study ended. This project provides initial support for remote repeated reading. Future research may wish to examine larger sample sizes and deploy a randomized control design.