| dc.description.abstract | Repeated reading is a method which has been well documented, and has been used for years in teaching children to read. It is not a learning to read method, but a supplement to learning to read. The background for this article is to review the literature on Repeated reading as a method, and look at the results presented in the studies. The method has long traditions, and has been used for a long time in school with good results. The studies I present are based on children from 5 to 18. Several studies have tested the method on pupils with learning disabilities and compared them to pupil groups without learning disabilities. The studies show improvement for all the pupil groups, it also shows that pupils read more words after several repetitions, they also have a better fluency in their reading, and they understand the contents better. Good readers have the same benefits from Repeated reading as readers on lower levels. The reading rate for the good readers increased significantly from one to three repetitions. They could also repeat the contents of the text much better after the third repetition than they could after the first. When the reading abilities increase, it leads to increased self-confidence in their own ability to read, and a general extended language understanding. Based on the results in the studies one can state that Repeated reading is a method which increases the reading fluency and comprehension by pupils, regardless of cognitive abilities. The survey tests, and evaluates the effect of Repeated reading on Norwegian courses, for minority speaking adults who work in kindergartens. The study is a pre-post-test-design. The participants were tested with the “word-chain-test” on the first and the last course day. The evaluations of the effect Repeated reading is based on the quantifying data, where reading ability is defined by the number of correct words in the “word-chain- test”. The courses lasted for up to 15 weeks and the reading period was 4 weeks. The reading period was carried out in the period October to December 2012. The participants on the course were women of the ages between 30 and 58, with residence in Norway from 5 to 27 years. Two of the participants were illiterates, of the others their education varied from one with 5 years elementary school from her homeland, to another with a master degree. All the participants had poor Norwegian language skills both written and orally. Through systematic reading program over 4 weeks, all participants improved their performance on a four-week reading period. Repeated reading in education can be perceived to be an important factor for improving reading speed and fluency | en_US |
