Abstract

Students with learning disabilities (LD) face difficulties in most reading skills, including fluency. Slow readers face even more difficulties in reading comprehension, and these difficulties negatively affect all other skills and performance subjects. Repeated reading is an evidence-based practice intervention for students with LD; however, this study aimed to replicate this intervention among a different population—Arabic-speaking students. In addition, this study aimed to investigate the effect of repeated reading intervention in terms of the generalizability of repeated reading effects. Single-subject, multiple-baseline design was used to examine the effect of repeated reading and error correction on fluency skills for three elementary-age students with LD. Using the first reading as the main measure, only one student showed improvement during and after intervention. However, using final reading as a measure, two students showed reading fluency improvement. There was an average of 60 percent between first and final readings scores. Generalizing the effect of repeated reading is discussed.