本研究旨在探討重複閱讀教學對於小學五年級學生的口語流暢度和準確度之影響。本研究以一所小學五年級，共46名學生為研究對象持續大約六週，透過早自習30分鐘的教學時間收集資料。運用分級繪本、閱讀紀錄表與三種測驗工具包括重複閱讀回饋問卷、口語流暢度評量、閱讀準確度測驗，以前測、後測的方式收集資料。在過程中，研究者求學生在閱讀整個故事書的同時指出他/她讀到的內容。研究者在一旁記錄了所有細節，包括錯誤、每分鐘朗讀正確單字數(WCPM)、自我更正和停頓。這些數據主要通過SPSS獨立樣本t檢定進行分析，結果顯示，運用閱讀準確度評量檢測，重複閱讀顯著提升EFL學生的閱讀準確度，而運用WCPM檢測，重複閱讀顯著提昇EFL學生的閱讀流暢度。然而，通過口語流利度評量檢測，重複閱讀無法顯著提升EFL學生的閱讀流暢度。總結來說，重複閱讀法能顯著提升閱讀準確性，但在運用不同方法評估閱讀流利度，其結果有所不同。

This quasi-experimental study investigates the impact of implementing a repeated reading (RR) strategy on the reading fluency and accuracy of 46 fifth-grade students over a six-week period. The study employs a combination of quantitative methods to gather data, including a fluency rubric, a Likert-scale questionnaire, and oral fluency pre-tests and post-tests. During the intervention, students read leveled storybooks, with the researcher noting details such as errors, reading speed, self-corrections, and pauses. These data were analyzed using SPSS T-tests to measure word read correctly per minute (WCPM) accuracy rate, and fluency score. Results demonstrated that the experimental group using repeated reading showed significant improvement in oral fluency and accuracy. Specifically, the WCPM assessment indicated that repeated reading significantly enhances EFL students' reading fluency. However, fluency assessment results did not show a significant improvement in reading fluency with repeated reading. In contrast, the reading accuracy assessment revealed a significant improvement in reading accuracy through repeated reading. In conclusion, while repeated reading substantially improves reading accuracy and can enhance fluency as measured by WCPM, its impact on overall reading fluency may vary depending on the assessment method used.

CONTENTS
LIST OF TABLES……………………………………………....…..……v
LIST OF FIGURES…….…………………………………….………….vi
CHAPTER ONE: INTRODUCTION………..………….…….…………1
1.1 Background of the Study……………………………….…………1
1.2 Statement of the Problem…………………………….…………...2
1.3 The Purpose of the Study……………..……...…………………...4
1.4 Research Questions………...…………...…….…………………..5
1.5 Definitions of Terminologies…………….…………….…………5
1.6 Organization of the Thesis…………………….………………….7
CHAPTER TWO: LITERATURE REVIEW……………….……………9
2.1 Stages of Reading Development……………...…...……..……….9
2.2 What is Repeated Reading?...........................................................12
2.2.1 Theoretical Framework of Repeated Reading…………...…13
2.2.2 Repeated Reading Instruction Guidelines……...……......….15
2.2.3 Teaching strategies of Repeated Reading….……...….…….18
2.2.4 Empirical studies of Repeated Reading……....……………20
2.3 Oral Reading Fluency ……………….…………..……..………..22
2.4 Oral Reading Accuracy…………………….….………………....25
2.5 Literature Gap……………….….……………….…………….…26
2.6 Summary of the Chapter…………………………………………27
CHAPTER THREE: METHODOLOGY…….…………………………29
3.1 Research Design………………..………….….………….…..….29
3.2 Setting and Participants…..……………...………………………32
3.3 Data Collection…………..…….………….………………..……34
3.3.1 Reading Fluency and Accuracy Test …………..…………..34
3.3.2 Reading Fluency Rubric………………..…..………………37
3.3.3 Teaching Materials.……………………….…….….………41
3.3.4 Questionnaire……………………...…..…………………...42
3.4 Research Procedure…………………………………….……......44
3.5 Data Analysis…………………..………….………..…...………47
3.6 Ethics in Research……………………………..….………….….49
CHAPTER FOUR: RESULTS AND DISCUSSION………...….…...…51
4.1 Analysis of WCPM scores………….……………...……………..51
4.1.1 Analysis of Fluency scores.………………………………….54
4.2 Reading Accuracy………………………………..…………….…59
4.3 Questionnaire……………………………………………………..62
4.4 Influence of Repeated Reading on Reading Fluency…...………..66
4.5 Influence of Repeated Reading on Reading Accuracy……..….…69
CHAPTER FIVE: CONCLUSION AND IMPLICATION.……….…....73
5.1 Summary of Major Findings……………..……………...….……73
5.2 Significance of the Study………………….…………………..….75
5.3 Limitations and Issues for Further Studies…………….....……....76
REFERENCES…………………….………….……………….………..79
APPENDIXES…………………………………………………………..85
Appendix A……………………………………………………………...85
Appendix B……………………………………..…………….…………86
Appendix C………………………………………..…….………………87
Appendix D…………………………………………..…………………90

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