Is Repeated Reading Evidence-Based? A Review of the Literature

Autor/inn/en	Petersen-Brown, Shawna; Johnson, Megan E.; Bowen, JulieAnna; Lundberg, Ashlee R.; Nelson, Jennifer D.; Williamson, Ashley A.; Wiswell, Jessica M.
Titel	Is Repeated Reading Evidence-Based? A Review of the Literature
Quelle	In: Preventing School Failure, 65 (2021) 4, S.379-391 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2021.1934376
Schlagwörter	Reading Instruction; Instructional Effectiveness; Repetition; Evidence Based Practice; Intervention; Reading Comprehension; Reading Fluency; Reading Research; Elementary Secondary Education; Research Design + Suchen Sie Ihr Suchwort? Leseunterricht; Unterrichtserfolg; Wiederholung; Leseverstehen; Leseforschung; Forschungsdesign
Abstract	Repeated reading (RR) is an established and extensively researched intervention which has been shown to improve reading fluency and comprehension. However, past reviews have found the rigor of the RR research insufficient for it to be considered evidence-based. Previous review of the RR research were updated and expanded. Forty-four group designs and 63 SCD studies were evaluated using criteria proposed in the literature. Four group designs and four SCD studies met criteria for high-quality or acceptable research. RR can be considered a promising practice based on group design research; it cannot be considered an evidence-based practice based on SCD research. Additional rigorous research is needed on RR, and criteria used to evaluate rigor should be considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01