Repeated Reading Interventions for Students With SLD (Specific Learning Disabilities) With and Without ADHD

• In Event: AERA Roundtable Session Friday 8:00 am Four Seasons Ballroom 4
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Abstract

This study examines the effects of a repeated reading intervention on reading fluency among students with specific learning disabilities (SLD) and those with co-occurring attention-deficit/hyperactivity disorder (ADHD). Eighteen students from two elementary schools participated in this study. The results showed significant improvements in correct words per minute (CWPM) and overall reading fluency, with word previews and teacher-modeled passages being particularly effective. These findings highlight the potential of repeated reading interventions to enhance reading fluency and provide evidence-based strategies for educators to support students with SLD and ADHD in both general and special education settings.

Author

• Jiyeon Lee, Rowan University