Measuring and increasing silent reading comprehension rates: Empirically validating a repeated readings intervention

The current study was designed to demonstrate how researchers could use a d irect measure of functional reading skills (e.g., rates of silent reading c omprehension) to empirically validate the effectiveness of a repeated readi ngs intervention. A multi-element design was used to compare the effects of the treatment with a control condition across three secondary students dia gnosed with specific learning disabilities in reading. Results showed that repeated readings increased factual comprehension levels and factual readin g comprehension rates. No differences were found across conditions on infer ential comprehension levels or rates. Discussion focuses on empirically val idating reading interventions using rates of silent reading comprehension a nd theoretical implications related to enhancing inferential and literal co mprehension and fluency. (C) 2000 John Wiley & Sons, Inc.