Spring 2020

Document Type

Master's Thesis (Open Access)

Degree Name

Master of Arts (M.A.)


Teacher Education


Many students with moderate to severe learning disabilities in elementary grade levels struggle to develop reading skills. Reading fluently is essential as these skills provide the individual access to more opportunities, such as, navigating the community, employment, or shopping for necessities. However, there is a dearth of research on how best to improve reading fluency skills for students with moderate to severe learning disabilities. The current study utilized a multiple baseline single case design to measure the impact of repeated readings with five students with moderate to severe learning disabilities. Repeated reading is an intervention that requires reading the same text multiple times, which provides necessary practice. The study implemented repeated reading with the DIBELS® fluency passage over a three-week period. Specifically, in the baseline period the participants preformed one-minute cold reads using different DIBELS® passages. During the intervention period, the participants did one cold read followed by repeated reading using the same passage for intervention. The results indicated a benefit to repeated reading for two of the participants. Due to unforeseen circumstances, three of the participants were unable to complete the intervention portion of the study.