EMPLOYING A READING RACETRACK FLUENCY DRILL AND REPEATED READING TO INCREASE ACCURACY AND FLUENCY FOR A FOURTH GRADEBOY WITH LEARNING DISABILITIES

Abstract

The purpose of the present case report was to evaluate the effectiveness of
repeated reading and implementing a reading racetrack with an elementary school
student with learning disabilities. Two measures were taken. The first was the number
of correct and error words taken from the reading racetrack as a measure of fluency.
The second measure was the number of correct words read in context from selected
three reading passages. These two interventions were evaluated in different designs.
The efficacy of reading racetracks was employed an ABCD. The percent correct in
passage reading was examined in a multiple baseline design. The overall outcomes
indicated improvements in all measures. The pairing of repeated reading with a
reading racetrack procedure was discussed.