Repeated reading practice procedure¶

Element · All elements
Evidence · 5 claims (2 for, 3 against) · 1 study (1 quant-synthesis), q3 · 1 of 1 report an effect size · 5 claims rest on one study

Description¶

Repeated reading is an academic practice, without a single developer, that "aims to increase oral reading fluency." In the described implementation, "a student sits in a quiet location with a teacher and reads a passage aloud at least three times," typically with a passage of about 50 to 200 words selected by the teacher. If the student misreads a word or hesitates longer than 5 seconds, the teacher reads the word aloud and the student repeats it correctly; if the student requests help, the teacher reads the word aloud or provides the definition. The student rereads the passage until achieving a satisfactory fluency level.

Design Implications¶

Context¶

Requirements¶

• A teacher or other adult available to work one-on-one with the student in a quiet location
• Passages of roughly 50 to 200 words matched to the student's level

Constraints¶

• Cost information is not available about the costs of teacher training and implementation

Target Learners¶

• students with learning disabilities in grades 5–12 who have initial word reading skills but inadequate fluency

Target Learning Goals¶

• oral reading fluency
• word recognition automaticity

Affordances¶

• Automaticity Theory Repeated Reading Basis

Claims¶

• Repeated reading shows no discernible effects on alphabetics for students with learning disabilities [-W]
• Repeated reading shows no discernible effects on reading fluency for students with learning disabilities [-W]
• Repeated reading shows no discernible effects on general reading achievement for students with learning disabilities [-W]
• Repeated reading has potentially positive effects on reading comprehension for students with learning disabilities, with a small extent of evidence [+W]
• One qualifying study found a substantively important but statistically non-significant positive effect of repeated reading on comprehension (effect size 0.28) [+W]

Related Elements¶

Examples¶

• Reading Fluency Practice
• Repeated Reading for Fluency
• Timed Practice With Progress Monitoring

Key Sources¶

• 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