Publication Date

Spring 2016

Document Type

Project Summary

Degree Name

Master of Arts


Multicategorical Special Education

First Advisor

Philip Boudreau, Ph.D.


Since reading is such a significant component of student success, it is important to perform research to determine which reading strategies and approaches are most effective. The purpose of this study was to explore Structured Repeated Reading as a beneficial reading strategy, in particular with students diagnosed with a reading disorder. There were eight students that participated in the study, all with similar reading difficulties and all that have been diagnosed with a Specific Learning Disability (SLD) in the area of Reading. Specifically, four of the students were educated in an instructional, resource room setting (I), and four of the students from a mainstreamed, co-taught setting (CT). After analyzing the data, it is clear the Structured Repeated Reading is an effective strategy to use to increase reading fluency in both the co-taught, as well as the instructional classroom settings.