The Effects of Multifaceted Assisted Repeated Reading on Intentional Vocabulary Learning, Oral Reading Fluency, and Pronunciation: A Case Study

This case study investigates the effects of a multifaceted Assisted Repeated Reading (ARR) instructional strategy on an adolescent Spanish-speaking learner of English as a foreign language. The intervention was implemented in an online virtual classroom over four weeks, consisting of 12 one-on-one sessions (three per week, 30 minutes each). Each session included structured pre-reading activities, repeated oral readings with teacher modeling, real-time pronunciation feedback, and a post-reading vocabulary task. The study employed a mixed methods design, combining a single-subject experimental approach with quantitative measures—Vocabulary Knowledge Scale (VKS) scores to assess vocabulary acquisition, correct words per minute for oral reading fluency, and categorized pronunciation errors—and qualitative interview data capturing the learner’s perceptions. Findings indicate positive gains across all three target areas. Vocabulary acquisition demonstrated the most significant improvement, as reflected by substantial increases in VKS scores and supported by high percentages of non-overlapping data across sessions. Although statistical analysis was limited by the single-subject design, visual data trends and triangulation with qualitative data revealed meaningful patterns of growth. The study also outlines a replicable framework for implementing multifaceted ARR in intact lessons, offering practical guidance for educators and implications for one-on-one language instruction.