Date of Thesis

4-30-2013

Thesis Type

Masters Thesis (Bucknell Access Only)

Degree Type

Master of Science in Education

First Advisor

Amy Golightly

Abstract

Reading is a required skill in today’s society. Having the ability to read is necessary in order to be successful. Therefore, it is critical that educators help students to become proficient readers (Joseph, & Schisler, 2006). This study used an incremental rehearsal (IR; Burns, 2007) intervention in an attempt to increase reading fluency. A five week IR intervention was conducted with a third grade student who was struggling with reading correctly and quickly, even with receiving extra assistance in the learning support classroom. Results indicated improvement in the student’s speed and accuracy when reading from a list of words. With the exception of the first and fourth weeks, the findings also supported prior literature that indicated IR to increase reading fluency. Implications for and limitations of these data are discussed.

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