WWC Summary of Evidence for this Intervention

Repeated Reading

Repeated reading is an academic practice that aims to increase oral reading fluency. Repeated reading can be used with students who have developed initial word reading skills but demonstrate inadequate reading fluency for their grade level. During repeated reading, a student sits in a quiet location with a teacher and reads a passage aloud at least three times. Typically, the teacher selects a passage of about 50 to 200 words in length. If the student misreads a word or hesitates for longer than 5 seconds, the teacher reads the word aloud, and the student repeats the word correctly. If the student requests help with a word, the teacher reads the word aloud or provides the definition. The student rereads the passage until he or she achieves a satisfactory fluency level.

Reviewed Research

May 2014
 
Outcome
domain
Effectiveness
rating
Studies meeting standards Grades
examined
Students Improvement
index
Alphabetics No discernible effects 1 study meets standards 9-12 62 --
Wexler, J., Vaughn, S., Roberts, G., & Denton, C. A. (2010) 9-12 62 --
Comprehension Potentially positive effects 2 studies meet standards 5-12 78
 
 
7
Ellis, E. S., & Graves, A. W. (1990) 5-7 16
 
 
11
Wexler, J., Vaughn, S., Roberts, G., & Denton, C. A. (2010) 9-12 62 --
Reading achievement No discernible effects 1 study meets standards 9-12 62 --
Wexler, J., Vaughn, S., Roberts, G., & Denton, C. A. (2010) 9-12 62 --
Reading fluency No discernible effects 1 study meets standards 9-12 62 --
Wexler, J., Vaughn, S., Roberts, G., & Denton, C. A. (2010) 9-12 62 --
April 2011
 

As of April 2011, no studies of Repeated Reading were found that fell within the scope of the Middle School Math review protocol and met WWC evidence standards. Therefore, the WWC is unable to draw any research based conclusions about the effectiveness or ineffectiveness of Repeated Reading to improve outcomes in this area.

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