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Version 1.1 – Updated August 2021

Repeated reading programs

Overview

  • Influence: Repeated reading programs
  • Domain: Curricula
  • Sub-Domain: Reading, writing and the arts
  • Potential to Accelerate Student Achievement: Potential to considerably accelerate
  • Influence Definition: Repeated reading involves students repeatedly reading the same passage (usually at least three times) to teachers. When the student miscues, the teacher can read the correct word aloud, and the student rereads the passage until reaching a satisfactory reading level.

Evidence

  • Number of meta-analyses: 3
  • Number of studies: 72
  • Number of students: 0
  • Number of effects: 164
  • Effect size: 0.84

Meta-Analyses

Meta-Analyses
Journal Title Author First Author's Country Article Name Year Published Variable Number of Studies Number of Students Number of Effects Effect Size
Remedial and Special Education Therrien USA Fluency and comprehension gains as a result of repeated reading: A meta-analysis 2004 Repeated reading 33 0 18 0.65
Journal of Learning Disabilities Chard, Vaughn, & Tyler USA A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities 2002 Repeated reading without a model 21 0 128 0.68
Journal of Learning Disabilities Lee & Yoon USA The effects of repeated reading on reading fluency for students with reading disabilities: A meta-analysis. 2017 Repeated reading 18 0 18 1.20
TOTAL/AVERAGE 72 0 164 0.84

Confidence

The Confidence is the average of these four measures, each divided into five approximately equal groups and assigned a value from 1 to 5 based on the following criteria:

  • Number of Meta-analyses
    • 1 = 1
    • 2 = 2–3
    • 3 = 4–6
    • 4 = 7–9
    • 5 = 10+
  • Number of Studies
    • 1 = 1–10
    • 2 = 11–50
    • 3 = 51–200
    • 4 = 201–400
    • 5 = 400+
  • Number of Students
    • 1 = 1–2,500
    • 2 = 2,501–10,000
    • 3 = 10,000–20,000
    • 4 = 20,000–100,000
    • 5 = 100,001+
  • Number of Effects
    • 1 = 1–100
    • 2 = 101–300
    • 3 = 301–600
    • 4 = 601–1,200
    • 5 = 1,200+
Confidences
Number of Meta-Analyses Number of Studies Number of Students Number of Effects Overall Confidence
Confidence Factor 2 3 1 2 2
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