O n f e r e n c e

Feng-Lan Kuo, Heien-Kun Chiang, Tzu-Ying Hung 
National Changhua University of Education, Changhua, Taiwan 
[e-mail], [e-mail], [e-mail] 
 
A Comparative Study of Effects of Computer-assisted Repeated 
Reading and Peer-assisted Repeated Reading on EFL Young 
Learners’ Oral Reading Fluency
 
Bio data 
Feng-lan Kuo
is currently a professor in Department of English & the Graduate Institute 
of Children’s English at National Changhua University of Education in Taiwan. Her 
research interests include early literacy and computer-assisted English teaching and 
learning. 
Heien-kun Chiang
is currently an associate professor in Department of Information 
Management & Graduate Institute of Digital Content Technology and Management at 
National Changhua University of Education in Taiwan. 
Tzu-ying Hung
is a graduate student 
in the Graduate Institute of Children’s English at 
National Changhua University of Education in Taiwan. 
Abstract 
Oral reading fluency (ORF), the bridge from decoding written texts to comprehension, is 
vital to reading success. Reading fluency has been conceptualized as reading rate and 
accuracy according to curriculum-based assessments (Hasbrouck & Tindal, 2006). The 
National Reading Panel (2000) was strongly in favor of repeated reading for promoting 
decoding accuracy and reading fluency.
Furthermore, assisted repeated reading has been suggested as a key instructional 
method for developing reading fluency (Rasinksi, 2006). Assisted repeated reading can 
be implemented using a teacher-directed group reading, a partner reading, or a 
computer modeling. Ford and Opitz (2008) stated that teachers can offer the scaffold 
instruction for students through teacher-assisted repeated reading (TARR). Gibson, 
Cartledge, and Keyes (2011) found that computer-assisted repeated reading (CARR) 
intervention is effective for increasing ORF for children at risk for reading failure. Musti-
Rao, Hawkins, and Barkley (2009) indicated that the feedback and correction students 
received from their peers improved their ORF. However, comparative studies on the 
effectiveness among these repeated reading techniques are limited. Kuo and Chiang 
(2012) had compared the effects of TARR and CARR on promoting ORF of EFL 5
th
graders. This study thus compared the perceived effectiveness between the two learner-
centered repeated reading techniques: CARR and peer-assisted repeated reading (PARR) 
on pr
omoting EFL young learners’ ORF. Participants were two intact classes of 
3
rd
and 4
th
graders in central Taiwan. A story was practiced over a 2-week period. During the 
computer modeling practice, students followed the learning steps proposed by 
Read 
Naturally
, whereas participants receiving PARR instruction followed the practicing steps 
proposed by Oddo, Barnett, Hawkins, and Musti-Rao (2010). A 21-item questionnaire 
was developed to probe the participants’ perceived effectiveness of the two types of 
repeated reading practice. Results showed that the CARR participants had significantly 
more positive attitude toward the intervention than those receiving the PARR training.

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