الفهرس 
مستخلص الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
This study evaluates the effects of using repeated readings strategy, which emerges from the Automatic information Processing Model, on the reading fluency, comprehension and reading motivation of 5 four through fifth grade English Language Learners (ELLs) with Reading disabilities aged between 9 to 11 years. The researcher has applied a number of scales and tools such as: Reading comprehension Test, Oral reading Fluency test, Naming Speed Test, Reading Motivation Scale in addition to a Training Programe. During the course of ten weeks, this small group met with the researcher for forty five minutes twice a week receiving fluency instruction and reading texts aloud, then answering some questions to test reading comprehension. The practice provided in repeated readings makes the decoding necessary for reading automatic, leading to better comprehension and enhancing Reading motivation. Using a quasi - experimental pretest and post test design, students mean scores were evaluated. Upon the completion of the study, data was collected and analyzed.The results revealed that there were statistical differences in pre and post measurement toward the post measurement of Reading Comprehension test, Oral Reading Fluency Test, Reading Motivation scale, but toward the pre measurement of Naming speed. The results indicate gains in fluency, a decrease in errors, and an increase in correct answers to literal comprehension questions.Results are interpreted in the light of LaBerge and Samuels (1974) Automatic Information Processing Model, The hypothesis of the study, its theoretical basis and previous related studies.