This study aimed at examining the effect of teacher- and student-mediated repeated reading on the oral reading fluency and reading comprehension among sixth- grade primary stage pupils. Fifteen, 12 and 15 six- grade pupils at Fagr El-Islam Primary School, Shebein Alkanater, Banha, Kalubya Governorate, served as two experimental groups and a control group respectively. The first experimental group was taught using teacher -mediated repeated reading and the second using peer - mediated repeated readings. The control group was taught using the traditional method specified in the teacher’s manual of “Time for English” textbook. An oral reading fluency test that tests reading rate, accuracy and prosody, and a reading comprehension test were administered to the pupils in the three groups as pre-post tests. In addition, a rubric for assessing prosody was used. The pupils’ scores in the oral reading fluency test were served also as a baseline against which the pupils’ performance was evaluated. The results of the study revealed that the pupils’ in the two experimental groups outperformed those in the control group in both oral reading fluency and comprehension. Both teacher- and peer-mediated repeated reading enhanced the sixth- grade primary stage pupils’ rate, accuracy and prosody as well as reading comprehension.
Key words: reading fluency – reading comprehension – repeated reading
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