A Meta-Analysis of Non-Repetitive Reading Fluency Interventions for Students With Reading Difficulties
Remedial & Special Education
Zimmermann, L. M., Reed, D. K., et al. (2021).
Remedial & Special Education, 42(2), 78-93.
This meta-analysis investigates the effects of non-repetitive reading fluency interventions (i.e., independent reading or wide reading with error-correction mediated by an adult or peer) on fluency and comprehension outcomes for school-aged children with reading difficulties. Most studies occurred in small, class settings and the majority implemented brief, but frequent sessions.
Iowa Department of Education
1987-2017
Experimental or quasi-experimental design studies
8
The overall weighted mean difference (d=0.176; CI=[0.029, 0.320]) suggests results of non-repetitive reading interventions were positive for fluency and comprehension outcomes. Although the effect was greater for reading comprehension (d=0.239; CI=[0.069, 0.409]) than fluency (d=0.105; CI=[-0.147, 0.358]), there was not a statistically significant difference between the magnitude of the outcomes. There was a significant negative effect of non-repetitive reading during sustained silent reading without any feedback, but there were positive effects on both outcomes when facilitated by a peer or teacher. For studies comparing repeated and non-repeated reading, no significant difference was found.
