Using Repeated Reading to Increase Reading Fluency Among Postsecondary Students with Mild Intellectual Disabilities

Abstract

Post-secondary education for learners with intellectual disabilities (ID) is a crucial step towards a better quality of life. Reading skills, among the most important skills for success in life, are a key area that needs attention. However, educators, policymakers, and advocates need to recognize the need for a more balanced approach that includes academic skills, particularly reading. This study examined the effects of repeated reading (RR) on reading fluency among four post-secondary students, aged 20-24 years, enrolled in a transition program on a large university campus. While some students demonstrated benefits from RR, such as better comprehension and the ability to track their progress, these gains were inconsistent and not substantial. The study highlights the need for further research, suggesting that reading fluency alone may not be sufficient to enhance reading fluency in this population and may require additional strategies for success. Limitations such as a small sample size and the short study duration indicate a need for more effective literacy interventions tailored to older students with ID.