A meta-analysis of 18 repeated reading studies found moderate mean fluency gains and smaller comprehension gains, with adult implementation, speed cueing, and three to four readings as effective components¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The Therrien meta-analysis reported that repeated reading improves fluency and comprehension for nondisabled students and students with learning disabilities, with a smaller comprehension gain. → Still 2012 q2 i? Adult implementation outperformed peer implementation, and cueing for speed and comprehension plus three to four readings were important components. → Still 2012 (2)

Evidence¶

Still 2012¶

Still, K. L., & Flynt, C. A. (2012). Does Repeated Reading Improve Reading Fluency and Comprehension for Struggling Adolescent Readers? JAASEP, Winter 2012. https://eric.ed.gov/?id=EJ1135781

q2 · i? · causal · r1

The article reports, citing Therrien (2004), a meta-analysis of 18 repeated reading articles; the review attributes "a moderate mean increase in fluency" and a somewhat smaller comprehension increase to that analysis. Reported second-hand; no effect sizes printed here.

"The results of this analysis showed that repeated reading improves the reading fluency and comprehension of nondisabled students and students with a learning disability."

Still 2012 (2)¶

Still, K. L., & Flynt, C. A. (2012). Does Repeated Reading Improve Reading Fluency and Comprehension for Struggling Adolescent Readers? JAASEP, Winter 2012. https://eric.ed.gov/?id=EJ1135781

q2 · i? · causal · r1

The article reports, citing Therrien (2004), that adult implementation beat peer implementation and that cueing for speed and comprehension, three to four readings, corrective feedback, and performance criterion were important components. Second-hand report; no effect sizes printed.

"The results of the important components showed that adult implementation was higher in both areas than when peers implemented the repeated reading program."

Discussion¶

Learner Variables¶

• Reading Fluency — outcome: instruction changes it

Related Claims¶

• The relationship between reading fluency and comprehension was inconsistent among struggling adolescent readers in both groups — related
• Design studies found that timing adults' oral reading led them to sacrifice accuracy for speed, motivating untimed repeated reading practice in the curriculum — related
• Two years of multicomponent fluency intervention produced greater word-reading and fluency growth than one year or control, with no comprehension differences — related
• Automatic word recognition frees resources for comprehension — related