THE EFFECTS OF REPEATED READINGS AND FLASHCARD ERROR DRILL THE READING ACCURACY AND FLUENCY WITH RURAL MIDDLE SCHOOL STUDENT WITH LEARNING DISABILITIES

The participant in this study was a 13-year-old student with a learning disability in reading. She was currently receiving special education instruction in the student-learning center at her middle school for reading, math and writing. The purpose of this study was to determine if repeated reading and with flashcards would improve reading fluency and accuracy. The dependent variable was the number of words per minute read by the participant. For reading accuracy, the dependent variable was the number of correct and error words read in a given passage. The intervention consisted of repeated readings and error correction drill with flashcards. Results showed that repeated readings and the error correction drill with flashcards increased the number of words per minute read by the participant, and decreased the number of reading errors. Suggestions for future research as well as issues of classwide implementation were made.