The Effects of the Computer-Assisted Repeated Reading on Reading Fluency and Comprehension of High School Students

Abstract

This study investigated the effects of computer-assisted repeated reading on high school students’reading fluency and comprehension, depending on their proficiency levels. The treatment was effective in enhancing the students’ reading fluency, especially for those in the low proficiency level. These learners might have been benefited from guided phonological practice through repeated reading, becoming more familiar in processing meaningful units through chunking. However, the computer-assisted repeated reading practice did not contribute to improving their comprehension. On the contrary, the high level students in the control group made significant gains, which indicates silent reading helped them focus better on comprehension. The study concludes with pedagogical suggestions.