Repeated reading can be used with students who have developed initial word reading skills but demonstrate inadequate reading fluency for their grade level.
Repeated reading is a strategic approach designed to increase reading fluency and comprehension. During repeated reading, students read and re-read a selected short passage until they reach a satisfactory level of fluency.
This is an instructional practice. An instruction practice is a teaching method that guides interactions in the classroom and supports student learning. Instructional practices involve an educator using particular method, practice, or protocol during instruction.
During repeated reading, a student sits in a quiet location with a teacher and reads a passage aloud at least three times. Typically, the teacher selects a passage of about 50 to 200 words in length. If the student misreads a word or hesitates for longer than 5 seconds, the teacher reads the word aloud, and the student repeats the word correctly. If the student requests help with a word, the teacher reads the word aloud or provides the definition. The student rereads the passage until he or she achieves a satisfactory fluency level.
- Sit with the student in a quiet location without too many distractions. Position the book selected for the reading session so that both you and the student can easily follow the text.
- Select a passage in the book of about 100 to 200 words in length.
- Have the student read the passage aloud.
- If the student is reading aloud and misreads a word or hesitates for longer than 5 seconds, read the word aloud and have the student repeat the word correctly before continuing through the passage. If the student asks for help with any word, read the word aloud. If the student requests a word definition, give the definition.
- When the student has completed the passage, have him or her read the passage again. You can choose to have the student read the passage repeatedly until either the student has read the passage a total of 4 times (Rashotte & Torgesen, 1985) or the student reads the passage at the rate of at least 85 to 100 words per minute (Dowhower, 1987; Herman, 1985).
Therrien, W. J., & Hughes, C. (2008). Comparison of repeated reading and question generation on students’ reading fluency and comprehension. Learning Disabilities: A Contemporary Journal, 6(1), 1–16.
Wexler, J., Vaughn, S., Roberts, G., & Denton, C. A. (2010). The efficacy of repeated reading and wide reading practice for high school students with severe reading disabilities. Learning Disabilities Research & Practice, 25(1), 2–10.
Wexler, J. A. P. (2008). The relative effects of repeated reading, wide reading, and a typical instruction comparison group on the comprehension, fluency, and word reading of adolescents with reading disabilities. Dissertation Abstracts International Section A: Humanities and Social Sciences, 68(12–A), 5034.
What Works Clearinghouse (IES)
Timed Repeated Readings