Effect of repeated reading on the reading ability of children with reading difficulties

Abstract

Utilising the quasi-experimental research design, the study investigated the effect of repeated reading on the reading ability of children with reading difficulties. Simple random and purposive sampling techniques were used to select 22 Basic Three children for the study. The experimental group comprised 12 children while the control group had 10. Running record was used for the data collection. The study revealed that Repeated Reading (RR) is an effective and significant approach that can be used to improve children’s reading abilities. There was a statistically significant difference in the scores of children in the experimental group and children in the control group. The study recommended that school heads, administrators and teachers should make a conscious effort to screen pupils in primary three to ascertain their reading abilities. Ministry of Education (MOE) in collaboration with school heads should provide in-service training for teachers to enable them acquire the requisite skills and strategies to teach pupils who face reading challenges.