The Effects of Listening While Reading and Repeated Reading on the Reading Fluency of Adult Learners

Abstract

Much research has validated procedures to enhance reading fluency in children and adolescents, but more is needed to determine whether such procedures work with adults who have deficits in reading skills. A within‐subjects design was used to evaluate and compare the effects of listening while reading (LWR) and repeated readings (RR) on reading fluency in adults reading at about fourth‐ or fifth‐grade level. Results confirmed previous studies with children and adolescents that showed LWR and RR did increase reading fluency, but neither was more effective than the other. This study suggests that the opportunity to read with LWR caused the adult participants' increases in rereading fluency. Although adults and adolescents had similar responses to LWR and RR interventions, the adults' reading fluency appeared to increase more. This finding supports the need for more studies on whether strategies that have been empirically validated with children produce similar effects in adults.

Reading assessment methods for middle‐school students: An investigation of reading comprehension rate and Maze accurate response rate

“…As RtI becomes more prevalent, the most significant area of need is likely to be in the area of reading as reading skills deficits are a common characteristic of students referred for special education evaluations (Winn et al, 2006). The need is even greater for middle-and high-school students as less research attention has been focused on assessments for these students (Brozo, 2009).…”

“…One of the greatest areas of need is likely to be in the area of reading, as reading skills deficits can interfere with skill development across academic subject areas, vocational skills, and daily living skills. Reading skills deficits are also a common characteristic of students referred for special education services (Daly, Chafouleas, & Skinner, 2004;Lentz, 1988;Winn, Skinner, Oliver, Hale, & Ziegler, 2006). Statistics reported in the Nation's Report Card indicated that in the United States 34% of fourth-grade students and 27% of eighth-grade students are reading below a basic level (Lee, Grigg, & Donahue, 2007).…”

Using the TELLS prereading procedure to enhance comprehension levels and rates in secondary students

“…Acceptability measures confirmed these informal reports. If TELLS enhances comprehension only on text to which it is applied, then researchers should conduct comparison studies to determine if other previewing procedures (e.g., listening-while-reading) are more efficient and effective instructional strategies for enhancing comprehension on specific passages (see Hale et al, 2005, andWinn et al, 2006). The time spent engaged in TELLS, however, may be time well spent if TELLS causes meaningful increases in reading comprehension skills that enhance students' comprehension rates across texts.…”

“…Researchers have shown that procedures designed to enhance oral reading speed or fluency (reinforcement, listening-while-reading, and repeated readings) also enhance reading comprehension rates (Freeland et al, 1999Hale et al, 2005;McDaniel et al, 2001;Skinner et al, 1993;Winn, Skinner, Oliver, Hale, & Ziegler, 2006). Researchers, however, have not used reading comprehension rate measures to evaluate procedures designed to enhance reading comprehension.…”

Audiobooks and E-books

“…Winn et al provide strong and convincing evidence for the use of audiobooks with struggling readers of all ages and the need for more research that studies links between listening and reading comprehension. 45 Studying students in upper level elementary grades who had been diagnosed with a reading disability, Kelli Esteves looked at the efficacy of using digital audiobooks paired with print texts, versus traditional print books, during silent reading times. She found that the students in the audio-assisted group made much more significant gains in reading fluency, which is more evidence for the impacts of audiobooks on struggling readers.…”