Repeated Reading Interventions for Students with Learning Disabilities: Status of the Evidence

For students with or at risk for learning disabilities, developing fluency with reading connected texts remains a formidable challenge. In response, teachers often use repeated reading practices designed to provide students with multiple exposures to the same words. This study examined research focu...

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Veröffentlicht in:Exceptional children 2009-04, Vol.75 (3), p.263-281
Hauptverfasser: Chard, David J., Ketterlin-Geller, Leanne R., Baker, Scott K., Doabler, Christian, Apichatabutra, Chanisa
Format: Artikel
Sprache:eng
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Zusammenfassung:For students with or at risk for learning disabilities, developing fluency with reading connected texts remains a formidable challenge. In response, teachers often use repeated reading practices designed to provide students with multiple exposures to the same words. This study examined research focused on determining the efficacy of repeated reading approaches for improving reading fluency for students with or at risk for learning disabilities. Studies employed experimental/quasi-experimental and single-subject research designs. Results suggest that repeated reading is not supported by rigorous research as defined by the quality indicators used and, therefore, is not an evidence-based practice based on those criteria for students with and at risk for learning disabilities. Implications for future research and for practice are discussed.
ISSN:0014-4029
2163-5560
DOI:10.1177/001440290907500301