Repeated Reading Intervention for Students With Learning Disabilities: Status of the Evidence
Exceptional Children
Chard, D. J., Ketterlin-Geller, L. R., et al. (2009).
Exceptional Children, 75(3), 263-281.
This literature review investigates the effects of repeated reading intervention on reading skills in school-aged children with or at-risk for learning disabilities in reading.
Six single-subject design and five randomized controlled trial studies examined the effects of repeated reading interventions for children with learning disabilities. Of these, only one study was classified as high quality. While the findings of the review indicate that repeated reading does not meet the criteria to be an evidence-based intervention, "the effect sizes published in [the] meta-analyses suggest that repeated reading is likely to positively affect fluency outcomes for students who are building fluency" (p. 278).
