Theses and Dissertations

Issuing Body

Mississippi State University

Advisor

Ripple, Hailey E.

Committee Member

Bates-Brantley, Kayla E.

Committee Member

Sidwell, MacKenzie D.

Committee Member

Spinks, Hailey O.

Date of Degree

12-13-2024

Original embargo terms

Worldwide

Document Type

Dissertation - Open Access

Major

Educational Psychology (School Psychology)

Degree Name

Doctor of Philosophy (Ph.D.)

College

College of Education

Department

Department of Counseling, Higher Education Leadership, Educational Psychology, and Foundations

Abstract

Reading fluency is a crucial skill to learn to be successful in school and in life. Research indicates that the most effective and widely used group interventions to increase children’s reading fluency such as repeated reading have been used with minimal to no modifications since their development. Although there are many reading fluency strategies and interventions to select from, few group reading fluency interventions have emerged in the literature with enough evidence to support their use. It is crucial to implement effective and efficient group reading fluency intervention to decrease the time the student spends instructionally behind peers as well as save the resources such as time and money. This study will compare the effects of an empirically supported reading intervention, rapid read, to the evidenced based group reading fluency intervention, group repeated reading. The goal of this study is to compare the interventions efficiency, effectiveness, and social validity.

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