Is repeated reading evidence-based? A review of the literature

Petersen‐Brown, Shawna; Johnson, Megan E.; Bowen, JulieAnna; Lundberg, Ashlee; Nelson, Jennifer D.; Williamson, Ashley A.; Wiswell, Jessica M.

doi:10.1080/1045988x.2021.1934376

Cited by 5 publications

(3 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The results of this review indicate that there is (a) mixed evidence for the effectiveness of repeated reading in improving the ORF of students identified with EBD and (b) insufficient evidence to classify the effects of repeated reading for students who are at risk for EBD. The results of this study are similar to previous reviews that have identified a need for additional, high-quality research on repeated reading (Petersen-Brown et al, 2021) and a clear paucity of research in the area of reading for students with or at risk for EBD (e.g., Garwood, 2018;McKenna & Ciullo, 2016). Similar to McKenna et al (2019), this study indicates that repeated reading can be effective in improving the ORF outcomes of students with EBD.…”

Section: Discussionsupporting

confidence: 88%

“…More recently, the WWC (Institute of Education Sciences, 2014) has established that repeated reading has potentially positive effects on comprehension outcomes for students with LD. Finally, Petersen-Brown et al (2021) conducted an evidence-based review of repeated reading but did not focus on a target population. The results of this review did not support the classification of repeated reading as an evidence-based practice.…”

Section: Repeated Readingmentioning

confidence: 99%

See 1 more Smart Citation

The Effects of Repeated Reading on Fluency for Students With and at Risk for EBD: An Evidence-Based Review

Collins,

Cook,

Ninci

et al. 2023

Behavioral Disorders

View full text Add to dashboard Cite

Students with emotional and behavioral disorders have historically experienced poor outcomes in the area of reading. One strategy that has been suggested for improving oral reading fluency for students with or at risk for emotional and behavioral disorders is repeated reading. However, there has not been an evidence-based review that examines the use of this intervention for this population. The purpose of this study was to conduct an evidence-based review that examined the use of repeated reading in improving oral reading fluency outcomes for students with and at risk for emotional and behavioral disorders according to the Council for Exceptional Children’s Standards for Evidence-Based Practices in Special Education. To focus on students with and at risk for emotional and behavioral disorders, we only included studies that included or disaggregated results for the target population. Although this narrow scope resulted in only six studies for inclusion, repeated reading was classified as having mixed evidence for improving the oral reading fluency of students with emotional and behavioral disorders and insufficient evidence for students at risk. We discuss the implications for research and practice.

show abstract

Section: Discussionsupporting

confidence: 88%

Section: Repeated Readingmentioning

confidence: 99%

The Effects of Repeated Reading on Fluency for Students With and at Risk for EBD: An Evidence-Based Review

Collins,

Cook,

Ninci

et al. 2023

Behavioral Disorders

View full text Add to dashboard Cite

show abstract

“…Las lecturas repetidas producen mejoras en la fluidez (National Reading Panel [NRP], 2000; Chard, Vaughn y Tyler, 2002;Lee y Yoon, 2017;Therrien, 2004), también en alumnado con bajo rendimiento en lectura (Chard et al, 2002;Stevens, Walker y Vaughn, 2017). A pesar de existir varios trabajos de revisión que muestran su eficacia, no está considerada aún como una intervención basada en evidencias (Petersen-Brown et al, 2021).…”

unclassified

Intervenciones para la mejora de la velocidad y fluidez lectora en hispanohablantes de Educación Infantil y primaria: un metaanálisis

Cruz Ripoll Salceda,

Zevallos Polo

2024

Rev. investig. logop.

View full text Add to dashboard Cite

Existe una relación notable entre fluidez y comprensión lectora. Para el desarrollo de la fluidez se han utilizado recursos como la lectura extensiva y la lectura asistida, especialmente las intervenciones de lecturas repetidas. No hay disponible ninguna revisión sistemática o metaanálisis acerca de la intervención en velocidad o fluidez lectora de alumnado hispanohablante. Para solventar esta situación, una búsqueda sistemática localizó 16 efectos independientes obtenidos con diferentes intervenciones sobre la velocidad lectora o sobre la fluidez lectora, entendida como combinación de velocidad y precisión o de velocidad y prosodia. En estos estudios participó alumnado desde 3º de Educación Infantil hasta 6º de Educación Primaria. Su efecto combinado fue de 0.47 al concluir las intervenciones. Los resultados fueron notablemente heterogéneos. Se encontraron efectos positivos pequeños o moderados en intervenciones con componentes como mejora de la velocidad de denominación, lenguaje oral, decodificación, velocidad lectora, vocabulario o estrategias de comprensión. Los resultados fueron significativamente mayores en las intervenciones que incluían entrenamiento de la conciencia fonológica y en las que no trabajaban la comprensión. Los intervalos de predicción fueron positivos únicamente en las intervenciones que no incluían el entrenamiento de la conciencia fonológica, en las que trabajaban explícitamente la mejora de la velocidad y en las que trabajaban la comprensión: vocabulario o estrategias.

show abstract

Reading Strategies to Improve Reading Skills of Disabled Students

Cure

2024

The Palgrave Encyclopedia of Disability

View full text Add to dashboard Cite

Is repeated reading evidence-based? A review of the literature

Cited by 5 publications

References 18 publications

The Effects of Repeated Reading on Fluency for Students With and at Risk for EBD: An Evidence-Based Review

The Effects of Repeated Reading on Fluency for Students With and at Risk for EBD: An Evidence-Based Review

Intervenciones para la mejora de la velocidad y fluidez lectora en hispanohablantes de Educación Infantil y primaria: un metaanálisis

Reading Strategies to Improve Reading Skills of Disabled Students

Contact Info

Product

Resources

About