The Effects of Repeated Reading on the Fluency and Comprehension Skills of Elementary-Age Students with Learning Disabilities (LD), 2001-2011: A Review of Research and Practice

Autor/inn/en	Strickland, Whitney D.; Boon, Richard T.; Spencer, Vicky G.
Titel	The Effects of Repeated Reading on the Fluency and Comprehension Skills of Elementary-Age Students with Learning Disabilities (LD), 2001-2011: A Review of Research and Practice
Quelle	In: Learning Disabilities: A Contemporary Journal, 11 (2013) 1, S.1-33 (33 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	Reading Instruction; Reading Fluency; Reading Comprehension; Learning Disabilities; Elementary School Students; Literature Reviews; Intervention; Reading Research; Reading Achievement; Reading Programs; Comparative Analysis; Instructional Effectiveness; Program Effectiveness; Drills (Practice); Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Gray Oral Reading Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Leseunterricht; Leseverstehen; Learning handicap; Lernbehinderung; Leseforschung; Leseleistung; Unterrichtserfolg
Abstract	This article provides an extensive review of the literature on the use of repeated reading to improve the reading fluency and comprehension skills of elementary-age students with learning disabilities. A systematic review of the published literature from 2001 to 2011 was conducted and nineteen (N = 19) research-based repeated reading studies were identified. Based on the criteria for inclusion, repeated reading research has been conducted using four main approaches: (a) repeated reading as the primary intervention, (b) repeated reading compared to other reading interventions, (c) repeated reading in combination with other reading interventions, and (d) repeated reading as part of a reading program. Overall, the results suggest that repeated reading is an effective strategy to increase students' reading fluency and comprehension skills. Findings indicated moderate to large gains in reading fluency and comprehension on practiced passages. However, these gains showed only minor to moderate transfer to novel passages. Implications for classroom practice, limitations, and future research directions are presented. (Contains 4 tables and 1 footnote.) (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06