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ERIC Number: EJ1129722
Record Type: Journal
Publication Date: 2017
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0022-2194
The Effects of Repeated Reading on Reading Fluency for Students with Reading Disabilities: A Meta-Analysis
Lee, Jiyeon; Yoon, So Yoon
Journal of Learning Disabilities, v50 n2 p213-224 Mar-Apr 2017
The purpose of this research was to systematically review the effects of repeated reading (RR) interventions on reading fluency to provide instructional strategies for students with reading disabilities (RD). Correct words per minute were coded as an outcome variable in a search that yielded 34 RR intervention studies from 1990 to 2014 for students with RD in K-12. The estimated overall Hedges' "g" of the 39 independent effect sizes indicated the positive effects of RR on gains in reading fluency for students with RD, especially at the elementary grade level. The current findings also suggested that a combination of RR and a listening passage preview would be the most effective method for students with RD.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A