Fluency-based training using Repeated Reading
Fabiola Casarini, Eleonora Villani, Francesca Ortore, Iris Pelizzoni
This study investigates the effects of fluency-based training on the reading performance of four primary school students with reading difficulties or a diagnosis of dyslexia. This study was conducted as a single subject study in which the independent variable was fluency-based training. The dependent variable was the number of correct syllables read per minute during the testing sessions. Results show that the number of correct syllables read increased for every student, and errors decreased. In the discussion, we focus on the efficiency of the training, which seems to be one of its main advantages.
Keywords
Fluency, reading, dyslexia, Repeated Reading.