Three Versus Six Rereadings of Practice Passages

Abstract

Although the literature clearly demonstrates that repeated readings result in immediate effects on students' performance on the intervention materials as well as long-term benefits, data are less promising regarding its immediate generalization effects to similar materials. Using an alternating treatments design, the current study evaluated the effects of a multicomponent repeated reading intervention on generalization passages after students had read a passage three versus six times. Results indicated improvements in fluency as a result of both interventions, with slightly greater maintenance effects when students were given six opportunities to read passages.

The Effects of Reading Fluency Interventions on the Reading Fluency and Reading Comprehension Performance of Elementary Students With Learning Disabilities: A Synthesis of the Research from 2001 to 2014

“…Modeling and RR six versus three times did not provide greater generalization in reading rate to new, high-content overlap passages (Ardoin et al, 2009). Adult modeling, RR, and phrase drill EC increased reading rates and decreased error rates on easy and difficult generalization passages with high content overlap (Daly et al, 2005).…”

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

“…In addition, students received syllable segmenting and blending instruction on words they read incorrectly. The study proved that the repeated reading intervention resulted in substantial increases in the students' Words Read Correct Per Minute (WRCM) on practice passages compared to their pre-assessment performance on these passages (Williams et al 2009). …”

“…"The studies that have examined multi component repeated reading interventions have demonstrated repeatedly that providing students with modeling in the form of listening passage preview, multiple opportunities to practice passages, corrective feedback, and contingencies for improved reading can substantially increase students' fluency on practice passages" (Williams et al 2009). According to Therrien and Kubina (2006), research shows that repeated reading facilitates growth in reading fluency and other aspects of reading achievement.…”

“…Wexler, Vaughn, Roberts, and Denton (2010) explained that fluency is an important component of reading and they define fluency as the ability to read text with speed and accuracy. "Reading fluency is a key component of effective reading instruction, because it is a necessary, although not sufficient, skill for accomplishing the ultimate goal of comprehension" (Williams, Klubnik, McCall, 2009). …”

“…The one researched strategy that stands out to most educators is repeated readings to increase fluency, and it is the most widely accepted method to increase fluency. "One instructional practice for which there is substantial evidence in both the behavioral and the cognitive literature for improving students' reading fluency is repeated readings" (Williams et al 2009). Tompkins (2006) stated that repeated readings are when a student practices reading a book or an excerpt from a book three to five times.…”