The effect of repeated reading strategy on oral reading fluency of a fourth grade student with reading difficulties
This study aims at examining the effects of repeated reading strategy on the oral reading fluency of a 9-year-old Fourth Grader with reading difficulties in a private school in the
United Arab Emirates. The research employed a quantitative means by using a Single-Subject Design. A pre-post-test design was used. The results of this study indicate that repeated reading strategy is found to be overall effective on oral reading speed and oral reading accuracy. This study has some recommendations for teaching instructions and research. For example, teachers can use it as an instructional approach for improving the oral reading 11w1 fluency not only for those with reading difficulties, but for all students. As for research, future studies should consider including a larger number of students who experience reading difficulties.