Abstract

This study examined the effects of Timed Repeated Reading (TRR) on reading fluency, comprehension, and reading attitudes among second grade students in a French Dual Language Immersion (DLI) program in Utah. Forty-one students from two pre-existing classroom groups participated over 11 weeks, with one class receiving TRR and the other serving as a control. Fluency was measured in correct words per minute (CWPM), comprehension through cloze tests, and attitudes using a seven-item affective survey with a four-point visual scale. A mixed between-within subjects ANOVA analysed pre- and post-test data across four intervals. Results showed significant fluency gains over time for both groups, with the experimental group demonstrating larger gains (p < .05). Comprehension improved in both groups but did not significantly differ between them. Affective survey results showed minor positive trends in reading attitudes among the TRR group, with one item reaching significance. Study limitations included the small sample size, lack of prosody assessment, and irregular TRR administration due to school disruptions. Despite these limitations, findings suggest that TRR can support fluency growth in young bilingual readers. Future research should explore larger samples, incorporate prosody measures, and examine long-term effects in immersion settings.

Degree

MA

College and Department

Humanities; Center for Language Studies

Rights

https://lib.byu.edu/about/copyright/

Date Submitted

2026-06-20

Document Type

Thesis

Keywords

fluency, comprehension, repeated reading, Dual Language Immersion

Language

english

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