Automaticity theory as the theoretical basis of repeated reading¶

Theory · All theories
Evidence · 5 claims (4 mixed, 1 against) · 1 study (1 quant-synthesis), q3 · 1 of 1 report an effect size · 5 claims rest on one study

Description¶

The report grounds repeated reading in the theory of automaticity, developed in the 1960s and 1970s. The theory holds that "fluent readers decode reading text automatically, enabling the reader to focus on comprehension." Repeated reading is designed as a practice that builds automaticity in word recognition through repeated oral reading of a passage, with the expectation that automatic decoding frees cognitive resources for comprehension. The report states that "Repeated reading aims to build automaticity, and thus, improve reading fluency and comprehension."

Design Implications¶

Context¶

Requirements¶

• Students must have developed initial word reading skills but demonstrate inadequate reading fluency for their grade level

Constraints¶

Target Learners¶

• students with learning disabilities in grades 5–12 with inadequate reading fluency

Target Learning Objectives¶

• oral reading fluency
• reading comprehension

Claims¶

• Repeated Reading Potentially Positive Comprehension Learning Disabilities [~M]
• Repeated Reading No Discernible Fluency Effects [-M]
• Repeated reading shows no discernible effects on alphabetics for students with learning disabilities [~W]
• Repeated reading shows no discernible effects on general reading achievement for students with learning disabilities [~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 Theories¶

• Automaticity Theory: fluency develops through repeated practice that frees attention for comprehension

Examples¶

• Repeated reading practice procedure

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