Repeated reading has potentially positive effects on reading comprehension for students with learning disabilities, with a small extent of evidence¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2014 · checked against its sources 2026-10-10 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? The WWC rating for the reading comprehension domain is potentially positive effects, based on two studies with 78 students and an average improvement index of +7 percentile points (range +2 to +11). → What Works Clearinghouse 2014

Evidence¶

What Works Clearinghouse 2014¶

What Works Clearinghouse, U.S. Department of Education. (2014). Repeated Reading: WWC Intervention Report, Students with Learning Disabilities. https://ies.ed.gov/ncee/wwc/InterventionReport/576

q3 · i? · quant-synthesis · r2

WWC synthesis of two randomized controlled trials meeting group design standards without reservations (Ellis & Graves, 1990; Wexler et al., 2010), together including 78 students with learning disabilities in grades 5–12. Table 1 reports an average improvement index of +7 with a range of +2 to +11 for reading comprehension, rated "potentially positive effects" with a small extent of evidence. No standardized effect size is printed for the domain-level rating, so impact is null.

"Repeated reading was found to have potentially positive effects on reading comprehension and no discernible effects on alphabetics, reading fluency, and general reading achievement for students with learning disabilities."

Discussion¶

Learner Variables¶

• Reading and Language — outcome: instruction changes it
• Learning Disabilities and Developmental Differences — moderator: an instructional effect differs with it

Related Claims¶

• Outcomes of students with disabilities improve when they receive specially designed instruction responsive to assessment data — the general claim this finding bears on, with the studies behind it

• Fluency-building activities for struggling readers in grades 4–9 have strong evidence, based on 33 studies — the general claim this finding bears on, with the studies behind it

• Read Naturally® shows potentially positive effects on general reading achievement for beginning readers (average improvement index +10 percentile points) — related
• The WWC rates Reading Apprenticeship® as having potentially positive effects on comprehension for adolescent learners, based on one study — related
• SpellRead™ shows potentially positive effects on comprehension for adolescent readers, with an average improvement index of +11 — related
• Comprehension-building practices for struggling readers in grades 4–9 have strong evidence, based on 34 studies — related