Masters of Special Education with Academic Instruction Certification
Repeated Reading - Topic 45
What is it?
Repeated reading requires students to read passages in connected texts or word lists more than once. This definition emphasizes both word-level and sentence or passage-level fluency as recommended within factors that impact fluency development. Numerous approaches and programs emphasize repeated reading, they can be grouped by the manner of delivery: (a) teacher directly or (b) within a peer-tutoring approach. An example of a widely used teacher-directed program is Read Naturally (Hasbrouck, Ihnot, & Rogers, 1999). A research-based peer-tutoring program is Classwide Peer Tutoring (CWPT: Greenwood et al., 2001). Therrien and Kubina (2006) identified essential intervention features in effective repeated reading interventions: (a) having students read to an adult, (b) ensuring students were explicitly told that becoming a more fluent reader will help them understand what they are reading, (c) establishing an explicit student specific goal, (d) providing corrective feedback, and (e) having students repeatedly read a passage three to four times.
Why is it important?
Repeated reading supports reading fluency development which in turn supports reading comprehension. It improves student comprehension of texts and offers students areas they can improve on within reading.
Greenwood, C. R., Arreaga-Mayer, C., Utley, C. A., Gavin, K.M., & Terry, B.J. (2001). Class-wide
peer tutoring learning management system: Applications with elementary-level English
language learners. Remedial and Special Education, 22(1), 34-47.
Hasbrouck, J. E., Ihnot, C., & Rogers, G.H. (1999). “Read Naturally”: A strategy to increase oral
reading fluency. Reading Research and Instruction, 39(1), 27-37.
Therrien, W.J. & Kubina, R. M. (2006). Development reading fluency with repeated reading.
Intervention in School and Clinic, 41(3), 156-160.