An Intervention Study Of Repeated Reading Combined With Corrective Feedback Strategies To Improve Reading Fluency In Children With Reading Difficulties

Reading fluency refers to students’ ability to read accurately at an appropriate speed and with appropriate prosody features.It is one of the indicators to measure students’ reading ability,and it is a basic skill to build a bridge from word decoding to reading comprehension and to become a proficient reader.Children with reading difficulties often have problems with reading fluency,such as slow speed,poor accuracy,frequent pauses,easy to delay and so on,which will affect the development of their reading comprehension ability.Repeated reading has been shown by numerous studies to be one of the effective interventions for improving reading fluency and tend to produce better intervention effects when repeated reading is combined with corrective feedback.However,previous studies have tended to focus on students in grades three to five.According to the stage theory of reading development,in the early stage of children’s reading development,we should pay attention to and consciously promote the development of children’s reading fluency,which can lay the foundation for the development of reading ability in the future.Therefore,this study takes reading difficulties in the second grade of primary school as the research object,to explore the effectiveness of repeated reading combined with corrective feedback strategies on the intervention of reading fluency of children with reading difficulties from three dimensions of reading speed,reading accuracy,and reading rhythm.Based on the research,suggestions are provided for future reading teaching interventions and practices for children with reading difficulties.The study adopted the cross-subject multi-baseline experimental design in the single-subject experimental method,and selected three children with reading difficulties in the second grade of primary school as the intervention objects.The whole experiment lasted nearly two months.First,three eligible subjects were selected from two classes in grade two of a primary school.Then,the implementation process of the study was divided into three stages: baseline period,intervention period and maintenance period.During the baseline period,6,11,and 15 data points of three subjects were collected,while during the intervention period,15,10,and 6 data points of three subjects were collected,and during the maintenance period,3 data points of three subjects were collected.During the study,the experimental data were collected by audio recording,and the social validity of the experiment was investigated by interview after the study.Based on the visual analysis and effect size Tau-U analysis of the research data,combined with the social validity analysis of the study,this study mainly draws the following conclusions:(1)Repeated reading combined with corrective feedback strategies can improve the reading speed of children with reading difficulties.(2)Repeated reading combined with corrective feedback strategies can improve the reading accuracy of children with reading difficulties,and reduce the errors of omission,addition,substitution,etc.,but the reduction of repeated type of reading errors is not obvious.(3)Repeated reading combined with corrective feedback strategies can improve the reading prosody of children with reading difficulties.(4)The participants had high social validity for the reading fluency intervention using repeated reading combined with corrective feedback strategies.Finally,repeated reading combined with corrective feedback strategies can be implemented in practice to improve reading fluency.The researchers put forward corresponding suggestions on classroom teaching and family education,and made reflections and prospects on the research for teachers and researchers.