Research indicates that repeated reading improves students' reading fluency. Although found to be effective, the underlying reading processes impacted by the intervention remains unclear. Two theoretical rationales, automatic word processing and the contextual linguistic effect, explaining repeated reading's effectiveness have been advanced in the…

Reports that students in a college reading efficiency course who had high self-images read significantly faster than those with low self-images, that students with initially high self-images did not maintain those images, that males had higher self-images and read faster than did females, and that there were negative relationships between speed…