Fluency and Comprehension Gains as a Result of Repeated Reading: A Meta-Analysis
Remedial & Special Education
Therrien, W. J. (2004).
Remedial & Special Education, 25(4), 252-261.
This meta-analysis investigates the effect of repeated reading interventions on reading fluency and reading comprehension skills in school-aged children, 5-18 years old, including those with learning disabilities.
Not stated
1977-June 2001
Experimental study designs; quantitative study designs
18
Overall, findings of the meta-analysis found that repeated reading interventions improved the reading fluency and comprehension of children with learning disabilities. Mean effect sizes for fluency and comprehension were .75 and .73, respectively.
