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Abstract
There is a growing number of English Language Learners (ELLs) in the United States. The National Center for Education Statistics (NCES, 2020) found that about 10.1% of students enrolled in public school across the United States in the fall of 2017 were ELLs and by 2030 students from this population will make up 40% of K-12 students in the US (US DOE & NICHHD, 2003). Furthermore, in the fall of 2017 about 14.3% of the total ELL population enrolled in K-12 schools were identified as students with disability (NCES, 2020). Research has shown that one particular area of challenge for ELLs with specific learning disability (SLD) is reading fluency (Brisk & Harrington, 2000; Therrien, 2004). With this challenge in mind, it is imperative for teachers to utilize research-based practices to support these students (Albus et al., 2007). Repeated reading (RR) has shown to improve the reading fluency of ELLs with SLD or who read below grade level. To date, only a handful of studies have examined the efficacy of repeated reading with ELLs with SLDs (Barber et al., 2018; Gorsuch & Taguchi, 2010; Landa & Barbetta, 2017; Linan-Thompson et al., 2003; Rubin, 2016; Shore et al., 2015; Tam et al., 2006). Using a single-case, alternating treatment design, this study examined the differential effects of RR and non-repeated reading in the oral reading fluency (ORF) and comprehension of two elementary school students in second and fifth grade who were ELLs reading below grade level.