The Effects of Repeated Reading on Reading Fluency for Students With Reading Disabilities

2016 ◽  
Vol 50 (2) ◽  
pp. 213-224 ◽  
Author(s):  
Jiyeon Lee ◽  
So Yoon Yoon
Keyword(s):  
Reading Fluency ◽  
Reading Disabilities ◽  
Grade Level ◽  
Repeated Reading ◽  
Independent Effect ◽  
Outcome Variable ◽  
Positive Effects ◽  
Elementary Grade ◽  
K 12 ◽  
Listening Passage Preview

The purpose of this research was to systematically review the effects of repeated reading (RR) interventions on reading fluency to provide instructional strategies for students with reading disabilities (RD). Correct words per minute were coded as an outcome variable in a search that yielded 34 RR intervention studies from 1990 to 2014 for students with RD in K-12. The estimated overall Hedges’ g of the 39 independent effect sizes indicated the positive effects of RR on gains in reading fluency for students with RD, especially at the elementary grade level. The current findings also suggested that a combination of RR and a listening passage preview would be the most effective method for students with RD.

scholarly journals The Effectiveness of Repeated Reading on Increasing the Reading Fluency of Struggling Readers

2017 ◽  
Vol 2 (2) ◽  
pp. 74
Author(s):  
Ashley J. Holder
Keyword(s):  
Struggling Readers ◽  
Reading Fluency ◽  
Reading Intervention ◽  
Oral Reading ◽  
Grade Level ◽  
Repeated Reading ◽  
First Grade ◽  
Elementary Student ◽  
Student Reading ◽  
Below Grade Level

The purpose of this study was to determine the effectiveness of repeated reading intervention for increasing the reading fluency of an elementary student reading below grade level. Measures compared the fluency of a first grade student reading below grade level after participating in a repeated training for six weeks. Assessments to determine fluency prior to and after training were conducted to evaluate the effectiveness of the repeated reading intervention on the fluency scores of the student.Results of this study, based on pre and post-assessment data, indicated that repeated readings are an effective practice for increasing the reading fluency of struggling readers. The student showed significant improvement with her reading fluency. In addition, she showed gains on her running record and oral reading fluency scores.

scholarly journals Fluency Interventions for Struggling Readers in Grades 6 to 12: A Research Synthesis

2021 ◽  
pp. 002221942199124
Author(s):  
Paul K. Steinle ◽  
Elizabeth Stevens ◽  
Sharon Vaughn
Keyword(s):  
Struggling Readers ◽  
Reading Fluency ◽  
Repeated Reading ◽  
Word Count ◽  
Fluent Reader ◽  
Positive Effects ◽  
Grade Levels ◽  
Fluency Intervention ◽  
Fluency And Comprehension ◽  
Connected Text

This systematic review synthesizes fluency intervention research for struggling readers in Grades 6 through 12 from January 2006 to October 2019. The search yielded 17 studies examining reading fluency and comprehension outcomes. Most studies examined repeated reading (RR) interventions to improve reading fluency for struggling readers at these grade levels, resulting in improved fluency but few positive effects on reading comprehension outcomes, similar to trends observed in prior systematic reviews. Reading connected text with an equivalent word count to word counts of RR sessions did not result in increased reading fluency, a finding aligned with a prior synthesis. Few studies used a fluent reader as a model prior to RRs, despite previous support for modeling within fluency interventions.

A Meta-Analysis of Non-Repetitive Reading Fluency Interventions for Students With Reading Difficulties

2019 ◽  
pp. 074193251985505
Author(s):  
Leah M. Zimmermann ◽  
Deborah K. Reed ◽  
Ariel M. Aloe
Keyword(s):  
Reading Fluency ◽  
Meta Analysis ◽  
Repeated Reading ◽  
Reading Difficulties ◽  
Weighted Average ◽  
Inclusion Criteria ◽  
Robust Variance ◽  
Analytic Review ◽  
Fluency Instruction ◽  
K 12

This meta-analytic review investigated non-repetitive reading fluency interventions for K-12 students with reading difficulties. Eight studies met inclusion criteria. The approaches were distinguished by their intervention structures; student groupings; and text difficulty, length, and genre. The overall multivariate weighted average standardized mean difference with robust variance yielded an improvement of less than 0.2 SD ( d = 0.176) for non-repetitive reading fluency interventions, but results were positive and statistically significant. The moderator analysis revealed that the effect on comprehension outcomes ( d = 0.239) was slightly larger than fluency outcomes ( d = 0.105), but differences between the magnitude of the two outcomes were not statistically significant. Moreover, there was no indication of concern for publication bias. Studies comparing repeated reading and non-repetitive reading fluency interventions produced reading outcomes similar in magnitude, with no significant differences. Results indicated that non-repetitive reading fluency instruction may be a feasible approach for students with reading difficulties.

Repeated Reading and Reading Fluency in Learning Disabled Children

1985 ◽  
Vol 20 (2) ◽  
pp. 180-188 ◽  
Author(s):  
Carol A. Rashotte ◽  
Joseph K. Torgesen
Keyword(s):  
Reading Fluency ◽  
Repeated Reading ◽  
Learning Disabled ◽  
Disabled Children

scholarly journals Fluency-Oriented Reading Instruction

2005 ◽  
Vol 37 (1) ◽  
pp. 25-60 ◽  
Author(s):  
Steven A. Stahl ◽  
Kathleen M. Heubach
Keyword(s):  
Reading Instruction ◽  
Program Implementation ◽  
Grade Level ◽  
Repeated Reading ◽  
Reading Program ◽  
Second Grade ◽  
Basal Reading ◽  
Home Reading ◽  
Instructional Level ◽  
Teachers Attitudes

This paper reports the results of a two-year project designed to reorganize basal reading instruction to stress fluent reading and automatic word recognition. The reorganized reading program had three components: a redesigned basal reading lesson that included repeated reading and partner reading, a choice reading period during the day, and a home reading program. Over two years of program implementation, students made significantly greater than expected growth in reading achievement in all 14 classes. All but two children who entered second grade reading at a primer level or higher (and half of those who did not) were reading at grade level or higher by the end of the year. Growth in fluency and accuracy appeared to be consistent over the whole year. Students' and teachers' attitudes toward the program were positive. In evaluating individual components, we found that self-selected partnerings seemed to work best and that children chose partners primarily out of friendship. Children tended to choose books that were at or slightly below their instructional level. In addition, children seemed to benefit instructionally from more difficult materials than generally assumed, with the greater amount of scaffolding provided in this program.

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