EFFECTIVENESS OF A REPEATED READING INTERVENTION FOR POSTSECONDARY STUDENTS

Abstract

Reading is a necessary skill in today's society. However, many students are graduating from high school, entering the workforce, and being accepted into college without adequate reading skills. Because a large portion of learning in college is done through close reading, inadequate reading skills are especially problematic for postsecondary students. Moreover, students have little opportunity in postsecondary education to focus on improving their basic reading skills, even though previous research has shown that reading interventions can help students with reading difficulties. The current study sought to improve the fluency skills of three postsecondary students by using a Repeated Reading intervention. The data in the study showed that Repeated Reading can be an effective intervention for postsecondary students who have reading difficulties (PAND = 78%, Phi = .56, Tau-U = .6925). This suggests that reading interventions can be effective regardless of the age of the student, and that although early intervention is important, older populations can also benefit from interventions. With this knowledge, interventions that are appropriate to use with postsecondary students with deficient reading skills can be developed and implemented.