Repeated Reading Intervention Research Articles

Continuous texts or word lists? Exploring the effects and the process of repeated reading depending on the reading material and students’ reading abilities

AbstractRepeated reading (RR) is often recommended for promoting reading fluency, but it is unclear whether continuous texts or word lists should be used. This study tested whether the effects of RR depend on the reading material and whether these effects interact with students’ prior abilities. N = 304 primary school students were randomly assigned to one of three conditions: (1) a repeated reading group receiving continuous texts (RR-T), (2) a repeated reading group receiving word lists (RR-W), and (3) a control group (CG). Before and after the training (M = 13 sessions), students’ reading fluency and reading motivation were assessed. In both RR-groups, the average level and growth in (a) words read correctly per minute and (b) affect were recorded during each reading session. Multilevel modelling revealed that growth in reading fluency and reading motivation did not differ significantly between the RR groups and the CG. Process analyses showed that the number of words students read correctly per minute increased significantly per session. Students’ affect remained stable at a high level throughout the reading interventions. In the RR-T, significantly more words were read correctly than in the RR-W, and this was a mediator between group and reading fluency. Students’ initial levels of reading performance and reading motivation strongly predicted both process and outcome variables, but not in interaction with the reading material. Results emphasise the importance of investigating the effects of repeated reading interventions with higher dosage and of offering differentiated methods (instead of reading material) to struggling readers.

Getting closer to the achievement gap in urban education, promoting first-year reading success

The goal of this research was to evaluate the efficacy of Reading RACES (RR), a computer software that offers a repeated reading intervention with culturally relevant texts. This research definitely looked at how RR affected first-grade students in an urban setting's oral reading fluency (ORF) and comprehension gains, as well as whether such improvements would transfer to unfamiliar, generic texts. Five African American first-graders at risk of failing to master reading skills were chosen to take part in this research. The usage of RR and student increases in ORF and understanding were shown to be functionally related, according to the results. The ORF and understanding of rehearsed passages improved moderately too significantly for all research participants. The findings also demonstrated that even a month after the intervention, reading abilities persisted and were generalized to fresh texts. These results increase the body of prior evidence that supports RR.

Effects of a Repeated Reading Intervention Delivered Online to Upper Elementary Students

Repeated reading is an intervention with strong evidence for improving students’ oral reading fluency. However, little research has examined the use of this intervention outside of traditional school contexts. School closures due to COVID-19 forced schools and teacher preparation programs to create new approaches to evidence-based reading interventions that could be delivered online. This study examined the effects of a repeated reading fluency intervention delivered synchronously online. A single-case repeated acquisition design examined the intervention’s effects on three upper elementary students’ correct word reading fluency, defined as the number of words read correctly per minute. Visual analysis indicated repeated readings had a positive impact on all students’ reading fluency. Future research should examine whether this intervention can improve students’ comprehension when delivered online.

Parent-implemented intervention for children in third to fifth grade with dyslexia

BackgroundFew studies have investigated the acceptability and efficacy of intensive parent-implemented interventions for children with dyslexia. MethodsWe carried out a randomized controlled trial on 22 dyslexic children from 3rd to 5th grade. Reading performance was measured before (T1) and after (T2) summer by a selection of tests from the BALE and EDA batteries. One group received a specific parent-implemented repeated reading training (RR group) and the other group received a general training based on a summer vacation workbook (SVW group), adapted for children with reading impairment. The training lasted 6 weeks during the summer vacation. ResultsIn both groups, the reading performances of the dyslexic children were stable before and after the summer. No group difference was found on our primary outcome corresponding to an aggregate score of the z-scores of the BALE reading lists of regular, irregular and pseudo-words. However, secondary analyses revealed that the score of the EDA subtest “number of words read in one minute” (tapping reading fluency) differed significantly between the two groups (T2-T1=0.17 SD for the RR group and T2-T1=-0.24 SD for the SVW group; P=0.015). Acceptability was generally good (dropout rate of 9% in the RR group). ConclusionsA repeated reading intervention applied by parents may improve reading fluency of dyslexic children during summer vacation, with a good acceptability. Further studies are needed to confirm these findings.

Creating opportunities to read and build fluency at home

The purpose of this study was to examine the outcomes of a home-based, repeated reading intervention in which texts are matched to children’s school-based instructional reading level. Results indicated that across the five cases, improvements were evident in reading accuracy, rate, and fluency for the take-home texts and all participants’ instructional reading levels increased during the intervention. Parents’ support for children’s reading differed across cases. The five participating children read more than 18,000 words during the course of the intervention.

The Use of Repeated Reading with Systematic Error Correction for Elementary Students with Mild Intellectual Disability and Other Comorbid Disorders: A Systematic Replication Study

This paper is a systematic replication of a previous study performed by Alber-Morgan et al. (2007) to examine the effects of repeated reading with systematic error correction (SEC) procedures to increase the reading fluency and comprehension skills of three elementary students with mild intellectual disability and other comorbid disorders. A multiple probe across participants design (Horner and Baer 1978) was used to determine the effectiveness of the repeated reading intervention. During the baseline phase, the students read a passage aloud and orally answered comprehension questions. In the intervention phase, the students first read a passage aloud and received SEC, then completed two timed oral readings of the same passage, and answered comprehension questions. Baseline procedures were reintroduced in the maintenance phase. Results indicated that the use of the repeated reading with SEC intervention was effective to increase students’ reading fluency skills; however, no consistent gains were shown that suggested the strategy fostered the students’ comprehension skills. Limitations of the study, implications for the classroom, and future research directions are provided.

A Meta-Analysis of Non-Repetitive Reading Fluency Interventions for Students With Reading Difficulties

This meta-analytic review investigated non-repetitive reading fluency interventions for K-12 students with reading difficulties. Eight studies met inclusion criteria. The approaches were distinguished by their intervention structures; student groupings; and text difficulty, length, and genre. The overall multivariate weighted average standardized mean difference with robust variance yielded an improvement of less than 0.2 SD ( d = 0.176) for non-repetitive reading fluency interventions, but results were positive and statistically significant. The moderator analysis revealed that the effect on comprehension outcomes ( d = 0.239) was slightly larger than fluency outcomes ( d = 0.105), but differences between the magnitude of the two outcomes were not statistically significant. Moreover, there was no indication of concern for publication bias. Studies comparing repeated reading and non-repetitive reading fluency interventions produced reading outcomes similar in magnitude, with no significant differences. Results indicated that non-repetitive reading fluency instruction may be a feasible approach for students with reading difficulties.

Effects of word overlap on generalized gains from a repeated readings intervention

We compared children's gains in oral reading fluency after applying a standard fluency-building intervention to three training passages that differed in word overlap (high, low, and multiple exemplar) with an untrained generalization passage. Participants were 132 White and Hispanic third-grade children from two schools in the northeast and mountain west. Children were randomly assigned within classrooms to the three word overlap conditions, pre-tested on their assigned training and a common generalization passage, received a fluency-building intervention on their assigned training passage, and then post-tested on the same two passages. Regression analyses were conducted to examine the effects of word overlap condition on the children's fluency gains after controlling for pre-test fluency and classroom. Results revealed significantly larger priming and generalization effects for the multiple exemplar versus both the low- and high-word overlap conditions. Survival curves showed that a significantly larger proportion of children in the multiple exemplar condition survived as generalized responders at all generalization levels relative to the other two conditions. Implications for assessing and promoting generalized oral reading fluency in response-to-intervention models and directions for future research are discussed.

Improving reading within an urban elementary school: computerized intervention and paraprofessional factors

Reading RACES–Relevant and Culturally Engaging Stories (RR) is a repeated reading intervention using culturally relevant literature that is delivered through computer software. This study extends previous research with RR intended to further evaluate the effects of RR on the fluency and comprehension growth of second-grade students with reading risk within an urban setting. A second focus was to determine the degree to which paraprofessional school personnel could successfully implement the intervention. Five second graders and the school librarian (paraprofessional) participated in this study. A multiple baseline probe across participants revealed a functional relation between RR and student participants’ gains in oral reading fluency and comprehension. Procedural integrity data also revealed that participants (i.e., students and librarian) were able to use and monitor the program with integrity to the maximum extent enabled by the technology. These findings extend the research base for RR. Limitations and directions for future research are discussed.

Preventing Reading Failure for First-Grade Students in an Urban School

This study sought to examine the effectiveness of Reading RACES (RR), a computer program designed to deliver a repeated reading intervention with culturally relevant passages. Specifically, this study examined the effects of RR on the oral reading fluency (ORF) and comprehension gains for first-grade learners in an urban setting and whether these gains would generalize to novel, generic passages. Five first-grade African American students at risk for reading failure were selected to participate in this study. Results indicated a functional relation between the use of RR and student gains in ORF and comprehension. All students who participated in this study demonstrated moderate to substantial gains on their ORF and comprehension on practiced passages. In addition, the data showed reading skills generalized to novel passages and maintained even 1 month following intervention. These findings extend the previous research base for RR. Limitations and future implications will be discussed.

Effectiveness of Repeated Reading Intervention Packages for Improving the Reading Skills of Students with Disabilities

Effectiveness of Repeated Reading Intervention Packages for Improving the Reading Skills of Students with Disabilities

Keberkesanan Intervensi Membaca Secara Berulang Bersama Rakan Pembaca Terhadap Kefasihan Membaca Murid Bermasalah Pembelajaran

The repeated reading intervention with peers play an important role in enhancing the mastery of the students in reading fluency. This study examines the extent to which the effect of repeating reading intervention programs with peer in improving reading fluency for students with learning disabilities. This study also aims to investigate the effect of implementing repeated reading intervention programs with peers on the reading fluency for student with learning disabilities, seeing the reading fluency when help from peers is eliminated from intervention and identify the challenges and problems faced by peers during this intervention implemented.. The Principles of Social Learning Theory of Bandura and Behaviorism Theory of Thorndike were used in this study along with the model of Automaticity and the Peer Support model. This study is a single subject with multiple design baseline across subjects used to examine the effects of intervention on reading fluency for students with learning disabilities . Three students with learning disabilitiess from Sekolah Menengah Pedas, Rembau were selected as study participants. . The reading texts is provided as an instrument for measuring accuracy and speed which is the main element of reading fluency. During the intervention phase, the study participants are paired with the mainstream students. During the retention phase,repeated reading interventions are still ongoing but without peer help. The results of analysis reveal that repeated reading interventions with peers can enhance the mastery of reading fluency for students with learning disabilities. The findings of this study are expected to assist the Ministry of Education to overcome the problem of reading fluency for students with learning disabilities. In addition,improving achievement and reducing gap between the students with learning disabilities and the mainstream students.

Improving Reading Fluency Skills for Secondary Students with Emotional and Behavioral Disorders

Students with emotional and behavioral disorders (EBD) often have deficient reading skills that require intensive intervention. Effective intervention is comprehensive in nature, addressing individual student needs. This article provides an overview and recommendations for one potential component of individualized support: the use of repeated reading interventions to improve the reading fluency of secondary grade students with EBD. Recommendations include practices teachers can use to plan, deliver, and improve the effectiveness of repeated reading interventions.

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

The purpose of this study was to determine the effectiveness of repeated reading intervention for increasing the reading fluency of an elementary student reading below grade level. Measures compared the fluency of a first grade student reading below grade level after participating in a repeated training for six weeks. Assessments to determine fluency prior to and after training were conducted to evaluate the effectiveness of the repeated reading intervention on the fluency scores of the student.Results of this study, based on pre and post-assessment data, indicated that repeated readings are an effective practice for increasing the reading fluency of struggling readers. The student showed significant improvement with her reading fluency. In addition, she showed gains on her running record and oral reading fluency scores.

Second-Grade Urban Learners: Preliminary Findings for a Computer-Assisted, Culturally Relevant, Repeated Reading Intervention

This study investigated the effects of a multicomponent, supplemental intervention on the reading fluency of second-grade African-American urban students who showed reading and special education risk. The packaged intervention combined repeated readings and culturally relevant stories, delivered through a novel computer software program to enhance oral reading fluency and comprehension. A concurrent multiple probe experimental design across seven participants was used to assess intervention effects. Results showed a positive effect on both practiced and novel passages during intervention and on the 2-week and 1-month maintenance probes. Further, reading growth rates for the participants exceeded the growth rates for comparison peers on AIMSweb assessments. This study supports previous research on the beneficial effects of repeated reading strategies and computer delivered instruction. The link between fluency and comprehension was further supported in these findings. The possible relative effects of the use of culturally relevant material as well as study limitations are discussed.

Reducing Risk through a Supplementary Reading Intervention: A Case Study of First- and Second-Grade Urban Students

This descriptive study examined whether a computer-based, repeated reading intervention (i.e., Reading Relevant and Culturally Engaging Stories) is associated with improved reading and social behavior for three primary-aged urban black girls who each showed both academic and behavioral risk. The Reading Relevant and Culturally Engaging Stories intervention utilized culturally relevant reading passages for repeated readings delivered through computer software to increase the reading fluency of the young learners. Single-subject data collection procedures (AB designs) were used to measure student performance in reading and behavior during the intervention. Reading and behavioral outcomes improved following implementation of the intervention for all three participants. The benefits of systematic, intensive, and culturally relevant intervention to reduce risk in beginning learners are discussed.

Programming for Generalization of Oral Reading Fluency Using Computer-Assisted Instruction and Changing Fluency Criteria

This study examined the effectiveness of a supplemental repeated reading intervention delivered through a computer-assisted instruction (CAI) program on the oral reading fluency (ORF), comprehension, and generalization of second graders who were at risk for reading failure. Six students received the Read Naturally Software Edition (RNSE) treatment passages three to four times a week for 7 to 12 weeks. A multiple baseline across participants design with embedded changing criteria tactics revealed ORF increases for all six participants. AIMSweb stories and classroom reading materials were used to assess clinical and classroom generalization. Five of the six participants increased their ORF on both generalization measures. Comprehension assessments revealed mixed results. Implications for urban students, generalization, limitations, and future research are discussed.

Repeated Reading Intervention Effects in Kindergartners with Partial Letter Knowledge

The direct, transfer and retention effects of a repeated reading intervention study of single CVC (consonant in the onset and a vowel and consonant in the rime) words in kindergartners with partial letter knowledge were examined. A total of 26 second-year kindergartners participated in this study. Participants were divided over two feedback conditions: one group received feedback on the whole word, and the other group received feedback on the segmented sounds of the word plus the whole word. The intervention lasted 10 sessions, each of which consisted of reading the same 25 CVC words and 25 CVC pseudowords. Prior to and after the intervention, a transfer task was administered, containing 50 other CVC words and pseudowords. Two weeks after training, retention of the trained items was tested. Results showed an increase in reading speed and accuracy during the 10 sessions, with no differences between the two feedback conditions. Also, strong transfer and retention effects were found. The results of this study indicate that a repeated reading intervention in kindergarten, in which pre-readers are brought into a full alphabetic stage, is an effective method to improve reading speed and reading accuracy on trained and untrained words.

A Preliminary Investigation of Evidence-Based Interventions to Increase Oral Reading Fluency in Children With Autism

At present, the incidence rates of children identified with autism spectrum disorders are on the rise, leading to an increased number of school-aged children needing specialized services in public schools. Most intervention efforts in the school setting focus on behavioral interventions and/or communication and social skills remediation services for children with autism spectrum disorders. Up to date, only sparse information is available regarding evidence-based academic interventions targeting reading fluency skills for children with high-functioning autism spectrum disorders. However, a wide variety of research has demonstrated that stimulus control interventions such as listening passage preview and repeated readings increase oral reading fluency in children with behavioral difficulties, learning disabilities, and attention deficit hyperactivity disorder. The present study aimed to extend the research on reading fluency interventions to the autism spectrum disorder population. A single-subject withdrawal design was used to examine the effectiveness of listening passage preview and repeated readings on oral reading fluency in children on the autism spectrum. Results indicated that all participants increased their overall oral reading fluency, as evidenced by words correct per minute, during the listening passage preview and repeated readings interventions. The repeated readings intervention produced the greatest gains in words correct per minute for all four participants. Thus, the present study provides preliminary evidence for the use of academic, stimulus control interventions to increase oral reading fluency in children with high-functioning autism.

The Effects of a Supplementary Computerized Fluency Intervention on the Generalization of the Oral Reading Fluency and Comprehension of First-Grade Students

The current study investigated the effects of a repeated reading intervention on the oral reading fluency (ORF) and comprehension on generalization passages for eight, first-grade students with reading risk. The intervention involved a commercial computerized program (Read Naturally Software Edition [RNSE], 2009) and a generalization principle requiring a “greater magnitude” of responding. A multiple probe experimental design with two treatment phases was used to determine the effects of the intervention. Phase I used a standard end-of-year benchmark score (i.e., 40 CWMP) as fluency criteria for all participants. During Phase II, fluency criteria were changed and individualized for each participant based on performance during Phase I. Data were collected on ORF and word retell fluency (WRF) across treatment and generalization probes. Results showed ORF and comprehension increases in both phases; however, satisfactory generalization did not occur for most of the participants until the second phase was implemented. These results are discussed relative to classroom implications and directions for future research.