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.
May 2014
Outcome
domain
|
Effectiveness
rating
|
Studies meeting standards
|
Grades
examined
|
Students
|
Improvement
index
|
|
Alphabetics
|
|
1 study meets standards
|
9-12 |
62
|
-- |
|
|
Wexler, Jade; Vaughn, Sharon; Roberts, Greg; Denton, Carolyn A. (2010)
|
9-12 |
62 |
|
|
Comprehension
|
|
2 studies meet standards
|
5-12 |
78
|
|
|
|
Ellis, Edwin S.; Graves, Anne W. (1990)
|
5-7 |
16 |
|
|
|
Wexler, Jade; Vaughn, Sharon; Roberts, Greg; Denton, Carolyn A. (2010)
|
9-12 |
62 |
|
|
Reading achievement
|
|
1 study meets standards
|
9-12 |
62
|
-- |
|
|
Wexler, Jade; Vaughn, Sharon; Roberts, Greg; Denton, Carolyn A. (2010)
|
9-12 |
62 |
|
|
Reading Fluency
|
|
1 study meets standards
|
9-12 |
62
|
-- |
|
|
Wexler, Jade; Vaughn, Sharon; Roberts, Greg; Denton, Carolyn 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.
A group of closely related outcomes.
The number of studies that met WWC design standards and provide evidence of effectiveness. Selecting an item below will display all studies that met WWC design studies in the domain. Selecting a study citation will take you to more information on that study and its findings.
For more, please see the WWC Glossary entry for study rating.
Grades of the students examined in the studies that met WWC design standards, which may not reflect the full range of grades for which the intervention may be used.
The number of students included in the studies that met WWC design standards.
The sample size for the studies that met WWC design standards.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
The indicator represents the highest level of similarity found between your students and each of the high-quality studies of the intervention. Three filled in ovals indicates that at least one study that met standards was conducted on students very similar to yours. Clicking on the indicator for a study will provide information on the similarity for each of the characteristics you selected.
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