Winn et al. (2006) wanted to test if two reading strategies applied to children and adolescents can also be used to improve the reading fluency of adult learners. Fluent reading is a skill in rapid and accurate reading (p.196). The researchers recognized the gap in adult education research in the context of fluent reading and believed that K-12 research can help provide teaching tools, when research on adult education strategies and practices is lacking. They hypothesized that it is important to enhance reading fluency, because this can also increase the preference for reading (p.197). They stated that non-fluent readers are less motivated, have less cognitive resource management success, and have weaker reading reinforcement; thus, it is critical to enhance reading fluency, so that comprehension skill and probability of reading among adults can also be improved (p.197).
The study used three reading strategies: 1) controlled, 2) repeated reading (RR) and 3) listening while reading (LWR). The research design was an experimental design with a comparison made between pre and post-results. Their sampling included twelve (12) participants, who studied literacy skills in an adult education center. The dependent variables were words read correctly per minute and errors per minute (EPM). Researchers collected the baseline data for reading fluency using the 1996 Test of Adult Basic Education (TABE). ...Show more