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

Abstract

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.

Improving oral reading fluency in middle‐school students: A comparison of repeated reading and listening passage preview

“…Therefore, the current study further substantiates the relatively few existing studies on the effectiveness of RR in middle and high‐school students. Further, Lee and Yoon’s () meta‐analysis found only one study involving middle‐school and high‐school students that explored the use of LPP as a comparison or supplement to RR, with the rest of the studies in this area being confined to elementary‐aged students. Therefore, the current study also extends the literature on comparisons of RR and LPP in secondary‐aged students.…”

“…In two of the largest meta-analyses exploring oral reading fluency interventions-both Chard et al's (2002) that looked at studies between 1975and 2000, and Stevens et al's (2016 more recent that extended Chard et al's synthesis and looked at studies between 2001 and 2014-only studies using elementary-aged students who had a learning disability were examined. Similarly, a third large meta-analysis (Lee & Yoon, 2015) compiled of 39 studies exploring the use of RR included seven studies targeting students in grades 6 through 12. Notably, mean reading scores increased across all studies.…”

Fluency and Comprehension of Expository Texts in Turkish Students in Grades Four through Eight

“…Araştırmalar akıcı okumayı geliştirmek için gösterilen öğretim çabalarının sonuçlarının akıcılık, anlama ve genel okuma başarısında iyileşmelere neden olduğunu göstermektedir (Rasinski, 2012(Rasinski, , 2017Young ve Rasinski, 2016). Akıcı okumada öğretimsel yöntemleri bilgi verici materyallerin ve okumanın içine entegre edebilmenin yollarını bulmak için çaba gösterilmelidir (Lee ve Yoon, 2017). Çünkü akıcı okuma ve anlama akademik başarının ve günlük işlemlerin birinci temeli olup hangi tür metin olursa olsun akıcı okumada zorlanan öğrenciler okul yaşamlarında da zorlanmaya devam edecekler ve okul başarıları da büyük risk altına girecektir (aktaran Sukhram ve Monda-Amaya, 2017).…”

Actes du Symposium international sur la litéracie à l’école = International Symposium for Educational Literacy (SILE/ISEL)

“…On observe alors, chez les élèves, une améliora-tion importante de leur capacité à identifier les mots écrits avec justesse et fluidité (Blachman et al, 2004;Mathes et al, 2005). La lecture répétée de textes, avec modelage et rétroaction, est aussi un moyen efficace d'améliorer la fluidité en lecture de texte, en particulier chez les élèves du primaire (Lee et Yoon, 2016). Enfin, l'enseignement explicite de stratégies de compréhension qui conduisent les lecteurs en difficulté à accorder une attention particulière au sens véhiculé par le texte, telles que l'identification de l'idée principale et la synthèse, conduit à une amélioration significative de leur performance en lecture (Berkeley, Scruggs, et Mastropieri, 2010;Solis, Ciullo, Vaughn, Pyle, Hassaram et Leroux, 2012).…”