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題名 重覆閱讀與非重覆閱讀對國小學童口語閱讀流暢度之效益研究
The effect of repeated reading and non-repeated reading on EFL elementary school students` oral reading fluency
作者 林虹伶
Lin, Hung Ling
貢獻者 葉潔宇
Yeh, Chieh Yue
林虹伶
Lin, Hung Ling
關鍵詞 重覆閱讀
口語閱讀流暢度
repeated reading
oral reading fluency
日期 2011
上傳時間 4-九月-2013 14:55:47 (UTC+8)
摘要 本研究旨在了解並比較重覆閱讀及非重覆閱讀對於國小四年級學童的口語閱讀流暢度的影響。本研究以台灣北部某國小四年級中的兩個班級為研究對象，共為59人。此閱讀能力相近的兩個班級經隨機分派指定為重覆閱讀組及非重覆閱讀組。在為期16週，每週一節的實驗教學中，重覆閱讀組以重覆閱讀法每週閱讀同一本英文讀本，而非重覆閱讀組以非重覆閱讀法每週閱讀兩本讀本。兩組皆於教學前及教學後接受口語閱讀測驗，以了解接受不同教學法的學童在口語閱讀速度及正確性是否有差異。測驗所得的資料以成對樣本t檢定及獨立樣本t檢定分析進行統計分析。
研究結果顯示重覆閱讀與非重覆閱讀皆能顯著提升研究對象的口語閱讀速度及正確性。此外，非重覆閱讀與重覆閱讀對於受試學童的口語閱讀流暢度顯示相似的成效。此研究結果盼能提供教學者彈性的運用此兩種閱讀教學法並更加重視口語閱讀流暢性的重要。
The study aims to examine and compare the effect of assisted repeated reading (RR) and non-repeated reading (Non-RR) approaches on EFL young learners` oral reading rate and accuracy rate. Two classes with homogenous reading level consisting of 59 fourth graders were selected from one elementary school in northern Taiwan and were randomly assigned to two groups, the RR and Non-RR group. During the 16-week instruction, one period of class per week, the RR group practiced reading aloud on one reader with assisted repeated reading approach, whereas the Non-RR group practiced reading aloud on two readers with assisted non-repeated reading approach each class. The data collected from the pretest and posttest assessing the participants’ oral reading rate and accuracy rate were analyzed by paired samples t-tests and independent samples t-tests.
The results revealed that the RR and Non-RR groups performed equivalent growth on their reading rate and accuracy rate with significant improvement. It is hoped that the findings provide a deeper understanding on the effect of assisted repeated reading and non-repeated reading on EFL young learners’ oral reading fluency and are applied in classrooms.
 
參考文獻 Amarel, M. (1978). Educational Testing Service reading study. Institute for Research in Teaching: Notes and News, 5, 2-3.
Begeny, J. C., Krouse, H. E., Ross, S. G., & Mitchell, R. C. (2009a). Increasing Elementary-aged Students` Reading Fluency with Small-group Interventions: A Comparison of Repeated Reading, Listening Passage Preview, and Listening Only Strategies. Behavioral Education, 18, 211-228.
Begeny, J. C., Krouse, H. E., Ross, S. G., & Mitchell, R. C. (2009b). Increasing Elementary-aged Students’ Reading Fluency with Small-group Interventions: A Comparison of Repeated Reading, Listening Passage Preview, and Listening Only Strategies. Journal of Behavioral Education, 18(3), 211-228. doi: 10.1007/s10864-009-9090-9
Caldwell, J. S. (2007). Reading Assessment (Second ed.). New York, NY: The Guilford Press.
Carbo, M. (1978). Teaching reading with talking books. The Reading Teacher, 32, 267-273.
Chall, J. S. (1983). Stages of reading development. New York, NY: McGraw-Hill.
Chomsky, C. (1978). When you still can`t read in third grade. After decoding, what? Newark, DE: International Reading Association.
Dowhower, S. L. (1987). Effects of Repeated Reading on Second-Grade Transitional Readers` Fluency and Comprehension. Reading Research Quarterly, 22(4), 389-406.
Educational Bureau of Taipei County (2010). Trial implementation of activation curriculums 臺北縣 99 學年度「活化課程實驗方案」實施計畫 https://esa.ntpc.edu.tw/central/019999/uploadfile/c_announce/20153/%E6%B4%BB%E5%8C%96%E8%AA%B2%E7%A8%8B.rar
Eldrege, J. L. (1990). An experiment using a group assisted repeated reading strategy with poor readers. Provo, UT: Brigham Young University, Department of Elementary Education, College of Education.
Good, R. H., & Kaminski, R. A. (2002). DIBELS Oral Reading Fluency. In R. H. Good & R. A. Kaminski (Eds.). Eugene, OR: Institute for the Development of Educational Achievement.
Goodman, Y. (1996). Revaluing readers while readers revalue themselves: Restrospetive miscue analysis The Reading Teacher, 49, 600-609
Gorsuch, G., & Taguchi, E. (2008). Repeated reading for developing reading fluency and reading comprehension: The case of EFL learners in Vietnam. System, 36(2), 253-278.
Grabe, W. (1991). Current Developments in Second Language Reading Research. TESOL Quarterly, 25(3), 375-406.
Grabe, W. (2010). Fluency in reading—Thirty-five years later. Reading in a Foreign Language, 22(1), 1.
Hoffman, J. V. (1987). Rethinking the role of oral reading in basal instruction. Elementary School Journal, 87, 367-373.
Homa, S., Klesius, P., & Hite, S. (1993). Effects of repeated readings and nonrepetive strategies on students` fluency and comprehesion. Journal of Educational Research, 87(2), 94-99.
Hyatt, A. V. (1943). The place of oral reading in the school program: Its history and development from 1880-1941. New York: Teachers College Press.
Jenkins, J. R., Fuchs, L. S., van den Broek, P., Espin, C., & Deno, S. L. (2003). Sources of Individual Differences in Reading Comprehension and Reading Fluency. Journal of Educational Psychology, 95(4), 719-729.
Jeon, E. (2009). Effects of repeated reading on L2 reading fluency and comprehension. Unpublished doctoral dissertation. Northern Arizona University.
Kuhn, M. (2004). Helping students become accurate, expressive readers: Flueney instruetion for small groups. The Reading Teacher, 58(4), 338-344.
Kuhn, M. R., & Stahl, S. (2003). Fluency: A Review of Developmental and Remedial Practices. Journal of Educational Psychology, 95(1), 3-21.
LaBerge, D., & Samuels, S. J. (1974). Toward a Theory of Automatic Information Processing in Reading. Cognitive Psychology, 6, 293-323.
Logan, G. D. (1997). Automaticity and reading: Perspectives from the instance theory of automatization. Reading & Writing Quarterly, 13(2), 123-146.
Melanie, R. K., Paula, J. S., Robin, D. M., Lesley Mandel, M., & et al. (2006). Teaching Children to Become Fluent and Automatic Readers. Journal of Literacy Research, 38(4), 357.
Moyer, S. B. (1982). Repeated reading. Journal of Learning Disabilities, 15, 619-623.
Musti-Rao, S., Hawkins, R. O., & Barkley, E. A. (2009). Effects of repeated readings on the oral reading fluency of urban fourth-grade students: Implications for practice. Preventing School Failure, 54(1), 12-23.
Nichols, W. D., Rupley, W., & Rasinski, T. (2009). Fluency in Learning to Read for Meaning: Going Beyond Repeated Readings. Literacy Research and Instruction, 48(1), 1-13.
O`Connor, R. E., White, A., & Swanson, H. L. (2007). Repeated Reading Versus Continuous Reading: Influences on Reading Fluency and Comprehension. Exceptional Children, 74(1), 31-46.
O`Shea, J., L., Sindelar, T., P., & O`Shea, D. (1987). The effects of repeated readings and attentional cues on the reading fluency and comprehension of learning disabled readers. Learning Disabilities Research, 2, 103-109.
National Reading Panel. (2000). Reports of the subgroups: National Reading Panel. Washington, DC: National Institute of Child Health and Development.
Perfetti, C. A. (1985). Reading ability. New York: Oxford University Press.
Perfetti, C. A., & Hogaboam, T. (1975). Relationship between single word decoding and reading comprehension skills. Journal of Educational Psychology, 67, 461-469.
Rasinski, T., Rikli, A., & Johnston, S. (2009). Reading Fluency: More Than Automaticity? More Than a Concern for the Primary Grades? . Literacy Research and Instruction, 48(4), 350-361.
Rasinski, T. V. (1990). Effects of repeated reading and listening-while-reading on reading fluency. Journal of Educational Research, 83, 147-150.
Rasinski, T. V., & Hoffman, J. V. (2003). Oral reading in the school literacy curriculum. Reading Research Quarterly, 38(4), 510-522.
Rupley, W. H., Willson, V. L., & Nichols, W. D. (1998). Exploration of the developmental components contributing to elementary school children`s reading comprehension. Scientific Studies of Reading, 2, 143-158.
Samuels, S. J. (1979). The method of repeated readings. The Reading Teacher, 50(5), 376-381.
Samuels, S. J., & Flor, R. F. (1997). The importance of automaticity for developing expertise in reading. Reading & Writing Quarterly, 13(2), 107.
Singer, H. (Ed.). (1981). Instruction in reading acquistion. Hillsdale, NJ: Lawrence Erlbaum.
Slavin, R. E., Lake, C., Chambers, B., Cheung, A., & Davis, S. (2009). Effective Reading Programs for the Elementary Grades: A Best-Evidence Synthesis. Review of Educational Research, 79(4), 1391-1466.
Spear-Swerling, L., & Sternberg, R. J. (1994). The road not taken: An integrative theoretical model of reading disability. Journal ofLearning Disabilities, 27, 91-103.
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-460.
Taguchi, E. (1997). The effects of repeated readings on the development of lower identification skills of FL readers. Reading in a Foreign Language, 11(97-119).
Taguchi, E. (2002). Transfer effects of repeated EFL reading on reading new passages: A preliminary investigation. Reading in a Foreign Language, 14(1), 43.
Taguchi, E. (2004). Developing reading fluency in EFL: How assisted repeated reading and extensive reading affect fluency development. Reading in a Foreign Language, 16(2), 70.
Therrien, W. J. (2004). Fluency and Comprehension Gains as a Result of Repeated Reading: A Meta-Analysis. Remedial and Special Education, 25(4), 252-261.
Therrien, W. J., & Jr., R. M. K. (2007). The Importance of Context in Repeated Reading. Reading Improvement, 44(4).
Topping, K. (1989). Peer Tutoring and Paired Reading: Combining Two Powerful Techniques. The Reading Teacher, 42(7), 488.
Villaume, S. K., & Brabham, E. G. (2003). Phonics instruction: Beyond the debate. The Reading Teacher, 56, 478-482.
Welsch, R. G. (2006). 20 ways to increase oral reading fluency. Intervention in School and Clinic, 41(3), 180-183.
Yurick, A. L., Robinson, P. D., Cartledge, G., Lo, Y., & Evans, T. L. (2006). Using peer-mediated repeated readings as a fluency-building activity for urban learners. Educational and Treatment of Children, 29, 469-506.
描述 碩士
國立政治大學
英語教學碩士在職專班
97951004
100
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0097951004
資料類型 thesis
dc.contributor.advisor 葉潔宇zh_TW
dc.contributor.advisor Yeh, Chieh Yueen_US
dc.contributor.author (作者) 林虹伶zh_TW
dc.contributor.author (作者) Lin, Hung Lingen_US
dc.creator (作者) 林虹伶zh_TW
dc.creator (作者) Lin, Hung Lingen_US
dc.date (日期) 2011en_US
dc.date.accessioned 4-九月-2013 14:55:47 (UTC+8)-
dc.date.available 4-九月-2013 14:55:47 (UTC+8)-
dc.date.issued (上傳時間) 4-九月-2013 14:55:47 (UTC+8)-
dc.identifier (其他 識別碼) G0097951004en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/60027-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 97951004zh_TW
dc.description (描述) 100zh_TW
dc.description.abstract (摘要) 本研究旨在了解並比較重覆閱讀及非重覆閱讀對於國小四年級學童的口語閱讀流暢度的影響。本研究以台灣北部某國小四年級中的兩個班級為研究對象，共為59人。此閱讀能力相近的兩個班級經隨機分派指定為重覆閱讀組及非重覆閱讀組。在為期16週，每週一節的實驗教學中，重覆閱讀組以重覆閱讀法每週閱讀同一本英文讀本，而非重覆閱讀組以非重覆閱讀法每週閱讀兩本讀本。兩組皆於教學前及教學後接受口語閱讀測驗，以了解接受不同教學法的學童在口語閱讀速度及正確性是否有差異。測驗所得的資料以成對樣本t檢定及獨立樣本t檢定分析進行統計分析。
研究結果顯示重覆閱讀與非重覆閱讀皆能顯著提升研究對象的口語閱讀速度及正確性。此外，非重覆閱讀與重覆閱讀對於受試學童的口語閱讀流暢度顯示相似的成效。此研究結果盼能提供教學者彈性的運用此兩種閱讀教學法並更加重視口語閱讀流暢性的重要。		zh_TW
dc.description.abstract (摘要) The study aims to examine and compare the effect of assisted repeated reading (RR) and non-repeated reading (Non-RR) approaches on EFL young learners` oral reading rate and accuracy rate. Two classes with homogenous reading level consisting of 59 fourth graders were selected from one elementary school in northern Taiwan and were randomly assigned to two groups, the RR and Non-RR group. During the 16-week instruction, one period of class per week, the RR group practiced reading aloud on one reader with assisted repeated reading approach, whereas the Non-RR group practiced reading aloud on two readers with assisted non-repeated reading approach each class. The data collected from the pretest and posttest assessing the participants’ oral reading rate and accuracy rate were analyzed by paired samples t-tests and independent samples t-tests.
The results revealed that the RR and Non-RR groups performed equivalent growth on their reading rate and accuracy rate with significant improvement. It is hoped that the findings provide a deeper understanding on the effect of assisted repeated reading and non-repeated reading on EFL young learners’ oral reading fluency and are applied in classrooms.
 		en_US
dc.description.tableofcontents Acknowledgements........................................vi
TABLE OF CONTENTS.......................................vii
LIST OF TABLES..........................................xi
LIST OF FIGURES.........................................xi
ABSTRACT................................................xvii
CHAPTER ONE.............................................1
INTRODUCTION............................................1
Background and motivation of this study................1
Purpose of the study...................................2
Research Questions.....................................3
Significance of the study..............................3
Definition of the terms................................4
CHAPTER TWO.............................................5
LITERATURE REVIEW......................................5
Reading fluency........................................5
Reading automaticity theory...........................6
Reading development stages and reading automaticity...8
Reading fluency and reading comprehension.............10
Oral reading fluency..................................11
Reading fluency approaches and related studies.........12
Assisted oral reading.................................12
Assisted repeated reading.............................17
Comparisons of assisted and unassisted repeated reading
...... .............................................19
Comparison of repeated reading and non-repeated reading ................................................21
Related studies in L2/ EFL context.....................24
CHAPTER THREE...........................................27
METHODOLOGY............................................27
Participants..........................................28
Instruments...........................................30
Graded readers........................................30
Pretest and posttest materials........................33
Scoring system........................................34
Procedure..............................................36
Pilot study...........................................37
Main study............................................41
The assessing procedure...............................42
Teaching procedure....................................42
Data analysis..........................................47
CHAPTER FOUR............................................49
RESULTS.................................................49
Results of the Pretest.................................50
Pretest of the RR and Non-RR Groups...................50
Pretest of the Higher Level Students in the RR and Non-RR
Groups................................................52
Pretest of the Lower Level Students in the RR and Non-RR
Groups................................................54
Posttest...............................................57
Posttest of the RR and Non-RR Groups..................57
Posttest of the Higher Level Students in the RR and
Non-RR Groups.........................................62
Posttest of the Lower Level Students in the RR and Non-RR
Groups................................................65
CHAPTER FIVE............................................69
DISCUSSION AND CONCLUSION...............................69
Answers to the Research Questions......................69
Discussion.............................................72
Consistent Findings...................................72
Inconsistent Findings with Previous Studies...........77
Pedagogical Implications...............................81
Limitations of the Study...............................82
Suggestions for Future Studies.........................84
Conclusion.............................................85
References..............................................87
Appendix A: Pretest and posttest assessing passage......95
Appendix B: Scoring sheet...............................96
Appendix C: Self-monitoring record for the RR group.....97
Appendix D: Self-monitoring record for the Non-RR group.98		zh_TW
dc.format.extent 1290634 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0097951004en_US
dc.subject (關鍵詞) 重覆閱讀zh_TW
dc.subject (關鍵詞) 口語閱讀流暢度zh_TW
dc.subject (關鍵詞) repeated readingen_US
dc.subject (關鍵詞) oral reading fluencyen_US
dc.title (題名) 重覆閱讀與非重覆閱讀對國小學童口語閱讀流暢度之效益研究zh_TW
dc.title (題名) The effect of repeated reading and non-repeated reading on EFL elementary school students` oral reading fluencyen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Amarel, M. (1978). Educational Testing Service reading study. Institute for Research in Teaching: Notes and News, 5, 2-3.
Begeny, J. C., Krouse, H. E., Ross, S. G., & Mitchell, R. C. (2009a). Increasing Elementary-aged Students` Reading Fluency with Small-group Interventions: A Comparison of Repeated Reading, Listening Passage Preview, and Listening Only Strategies. Behavioral Education, 18, 211-228.
Begeny, J. C., Krouse, H. E., Ross, S. G., & Mitchell, R. C. (2009b). Increasing Elementary-aged Students’ Reading Fluency with Small-group Interventions: A Comparison of Repeated Reading, Listening Passage Preview, and Listening Only Strategies. Journal of Behavioral Education, 18(3), 211-228. doi: 10.1007/s10864-009-9090-9
Caldwell, J. S. (2007). Reading Assessment (Second ed.). New York, NY: The Guilford Press.
Carbo, M. (1978). Teaching reading with talking books. The Reading Teacher, 32, 267-273.
Chall, J. S. (1983). Stages of reading development. New York, NY: McGraw-Hill.
Chomsky, C. (1978). When you still can`t read in third grade. After decoding, what? Newark, DE: International Reading Association.
Dowhower, S. L. (1987). Effects of Repeated Reading on Second-Grade Transitional Readers` Fluency and Comprehension. Reading Research Quarterly, 22(4), 389-406.
Educational Bureau of Taipei County (2010). Trial implementation of activation curriculums 臺北縣 99 學年度「活化課程實驗方案」實施計畫 https://esa.ntpc.edu.tw/central/019999/uploadfile/c_announce/20153/%E6%B4%BB%E5%8C%96%E8%AA%B2%E7%A8%8B.rar
Eldrege, J. L. (1990). An experiment using a group assisted repeated reading strategy with poor readers. Provo, UT: Brigham Young University, Department of Elementary Education, College of Education.
Good, R. H., & Kaminski, R. A. (2002). DIBELS Oral Reading Fluency. In R. H. Good & R. A. Kaminski (Eds.). Eugene, OR: Institute for the Development of Educational Achievement.
Goodman, Y. (1996). Revaluing readers while readers revalue themselves: Restrospetive miscue analysis The Reading Teacher, 49, 600-609
Gorsuch, G., & Taguchi, E. (2008). Repeated reading for developing reading fluency and reading comprehension: The case of EFL learners in Vietnam. System, 36(2), 253-278.
Grabe, W. (1991). Current Developments in Second Language Reading Research. TESOL Quarterly, 25(3), 375-406.
Grabe, W. (2010). Fluency in reading—Thirty-five years later. Reading in a Foreign Language, 22(1), 1.
Hoffman, J. V. (1987). Rethinking the role of oral reading in basal instruction. Elementary School Journal, 87, 367-373.
Homa, S., Klesius, P., & Hite, S. (1993). Effects of repeated readings and nonrepetive strategies on students` fluency and comprehesion. Journal of Educational Research, 87(2), 94-99.
Hyatt, A. V. (1943). The place of oral reading in the school program: Its history and development from 1880-1941. New York: Teachers College Press.
Jenkins, J. R., Fuchs, L. S., van den Broek, P., Espin, C., & Deno, S. L. (2003). Sources of Individual Differences in Reading Comprehension and Reading Fluency. Journal of Educational Psychology, 95(4), 719-729.
Jeon, E. (2009). Effects of repeated reading on L2 reading fluency and comprehension. Unpublished doctoral dissertation. Northern Arizona University.
Kuhn, M. (2004). Helping students become accurate, expressive readers: Flueney instruetion for small groups. The Reading Teacher, 58(4), 338-344.
Kuhn, M. R., & Stahl, S. (2003). Fluency: A Review of Developmental and Remedial Practices. Journal of Educational Psychology, 95(1), 3-21.
LaBerge, D., & Samuels, S. J. (1974). Toward a Theory of Automatic Information Processing in Reading. Cognitive Psychology, 6, 293-323.
Logan, G. D. (1997). Automaticity and reading: Perspectives from the instance theory of automatization. Reading & Writing Quarterly, 13(2), 123-146.
Melanie, R. K., Paula, J. S., Robin, D. M., Lesley Mandel, M., & et al. (2006). Teaching Children to Become Fluent and Automatic Readers. Journal of Literacy Research, 38(4), 357.
Moyer, S. B. (1982). Repeated reading. Journal of Learning Disabilities, 15, 619-623.
Musti-Rao, S., Hawkins, R. O., & Barkley, E. A. (2009). Effects of repeated readings on the oral reading fluency of urban fourth-grade students: Implications for practice. Preventing School Failure, 54(1), 12-23.
Nichols, W. D., Rupley, W., & Rasinski, T. (2009). Fluency in Learning to Read for Meaning: Going Beyond Repeated Readings. Literacy Research and Instruction, 48(1), 1-13.
O`Connor, R. E., White, A., & Swanson, H. L. (2007). Repeated Reading Versus Continuous Reading: Influences on Reading Fluency and Comprehension. Exceptional Children, 74(1), 31-46.
O`Shea, J., L., Sindelar, T., P., & O`Shea, D. (1987). The effects of repeated readings and attentional cues on the reading fluency and comprehension of learning disabled readers. Learning Disabilities Research, 2, 103-109.
National Reading Panel. (2000). Reports of the subgroups: National Reading Panel. Washington, DC: National Institute of Child Health and Development.
Perfetti, C. A. (1985). Reading ability. New York: Oxford University Press.
Perfetti, C. A., & Hogaboam, T. (1975). Relationship between single word decoding and reading comprehension skills. Journal of Educational Psychology, 67, 461-469.
Rasinski, T., Rikli, A., & Johnston, S. (2009). Reading Fluency: More Than Automaticity? More Than a Concern for the Primary Grades? . Literacy Research and Instruction, 48(4), 350-361.
Rasinski, T. V. (1990). Effects of repeated reading and listening-while-reading on reading fluency. Journal of Educational Research, 83, 147-150.
Rasinski, T. V., & Hoffman, J. V. (2003). Oral reading in the school literacy curriculum. Reading Research Quarterly, 38(4), 510-522.
Rupley, W. H., Willson, V. L., & Nichols, W. D. (1998). Exploration of the developmental components contributing to elementary school children`s reading comprehension. Scientific Studies of Reading, 2, 143-158.
Samuels, S. J. (1979). The method of repeated readings. The Reading Teacher, 50(5), 376-381.
Samuels, S. J., & Flor, R. F. (1997). The importance of automaticity for developing expertise in reading. Reading & Writing Quarterly, 13(2), 107.
Singer, H. (Ed.). (1981). Instruction in reading acquistion. Hillsdale, NJ: Lawrence Erlbaum.
Slavin, R. E., Lake, C., Chambers, B., Cheung, A., & Davis, S. (2009). Effective Reading Programs for the Elementary Grades: A Best-Evidence Synthesis. Review of Educational Research, 79(4), 1391-1466.
Spear-Swerling, L., & Sternberg, R. J. (1994). The road not taken: An integrative theoretical model of reading disability. Journal ofLearning Disabilities, 27, 91-103.
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-460.
Taguchi, E. (1997). The effects of repeated readings on the development of lower identification skills of FL readers. Reading in a Foreign Language, 11(97-119).
Taguchi, E. (2002). Transfer effects of repeated EFL reading on reading new passages: A preliminary investigation. Reading in a Foreign Language, 14(1), 43.
Taguchi, E. (2004). Developing reading fluency in EFL: How assisted repeated reading and extensive reading affect fluency development. Reading in a Foreign Language, 16(2), 70.
Therrien, W. J. (2004). Fluency and Comprehension Gains as a Result of Repeated Reading: A Meta-Analysis. Remedial and Special Education, 25(4), 252-261.
Therrien, W. J., & Jr., R. M. K. (2007). The Importance of Context in Repeated Reading. Reading Improvement, 44(4).
Topping, K. (1989). Peer Tutoring and Paired Reading: Combining Two Powerful Techniques. The Reading Teacher, 42(7), 488.
Villaume, S. K., & Brabham, E. G. (2003). Phonics instruction: Beyond the debate. The Reading Teacher, 56, 478-482.
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