Implementing a repeated reading intervention to improve the reading fluency and comprehension of middle-school students exhibiting reading difficulties

The implementation of a response to intervention model for diagnosing students with a learning disorder mandates evidence-based strategies are utilized in the general education setting to assure quality instruction. It is anticipated that this new method of diagnosing students will eradicate the disproportionate number of minority students served through special education. The current study use a multiple-probe design to determine the effectiveness of a repeated reading intervention in increasing the reading fluency and improve the reading comprehension of students from culturally and economically diverse backgrounds. Results indicate the intervention was effective in increasing the reading fluency and improving the reading comprehension of the participants in the study. Limitations to the study and implications for future research are discussed.