• Kelli Morgan

  Author

• T. F. McLaughlin

  Author

• Jennifer Neyman

  Author

• Barbara Bolich

  Author

The purpose of this study was to determine if an 11-year-old student with a Specific Learning
Disability (SLD) and an 11-year-old student with Other Health Impairment (OHI) would benefit
from a repeated reading intervention during their time in the resource room. During each
session each student would read a passage three times through. The students individually
completed the repeated reading intervention four times a week. Each session lasted about 15
minutes. An ABA experimental design was employed to evaluate the effects of the repeated
reading intervention. Two types of reads were assessed, a “cold read” consisted of the
participant reading a passage for the first time for 1-minute. While a “hot read” was defined as
the second time that the participant read the same passage for 1-minute. Data for cold reads
were gathered in each experimental condition while data regarding hot reads were scored only
during the repeated reading condition for each participant. The intervention was effective in
increasing our participants’ performance for words read per minute and improved their
accuracy when reading. The intervention was cost effective and required little training to
implement.

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