What is it?

How does Repeated Reading work?

Repeated Reading is reading a text over and

over again until the student reads with little
to no errors. Repeated Reading is a strategy
used to promote reading fluency and
reading comprehension. It isnt just about
reading fluency; it also helps with
comprehending what is being read.

Directions:

Why is it work?
Repeated Reading allows a child the chance
to read and fully understand what is being
read. After taking their time to read and read
through a text multiple times, the student is
most likely going to grasp what is being
read. There may be difficult words, a lack of
understanding, lack of background
knowledge or interest, or they may be on a
lower learning level. It is important to work
diligently and consistently to improve their
reading skills.

Student reads a passage or text in a timed

manner (usually 1 minute) at their reading
level.
Student reads the same text again if it is not
read in 1 minute, and they misread multiple
words during that 1 minute.
Student will reread the same text until it can be
read in one minute with correct words.
Once they have successfully read the text (with
correct words) in the allotted 1 minute, they
will move on to reading the 2nd passage or text
during the next instruction period.

*** if a student is not comprehending what is

being read, the teacher may need to lower their
reading level and evaluate what readings would
best suit the students needs

Benefits of Repeated Reading

Reading speed increase

Reading confidence increases
Decreased dropout rates
Reading attainment leads to reading fluency
Better comprehension and connection to text
Builds sight word vocabulary
Learn to graph by using their reading times
Familiarity of various reading formats to assist in reading comprehension

What can teachers do?

Meet daily and develop a
relationship with student
Work on reading skills in a safe,

3 skills to assist with Repeated Reading:

1. Letter awareness
2. Phonemic awareness
3. Phonetic skills

private, judgement free

environment
Keep track and monitor increasing
reading skills in a graph (used as a
visual representation as well)

Who does it work for?

Students with emotional or behavior
disorders
Students with learning disabilities

Increase exposure to text

Students learning English

Encourage PRACTICE

Any and all students who may

Set fluency goals for student

struggle even slightly with reading

Make sure they are on the right

comprehension

reading level if they are struggling

to comprehend
Use a variety of reading formats to

If the goal is to help older students

read text with ease so they can

increase word familiarity (poems,

place most of their attention on

narratives, passages, short stories,

understanding the text, then

sentence structures)

reading fluency must be taught,

practiced, and monitored.

References
van Gorp, K., Segers, E., & Verhoeven, L. (2014). Repeated Reading Intervention Effects in Kindergartners with
Partial Letter Knowledge. International Journal Of Disability, Development & Education, 61(3), 225-239.
doi:10.1080/1034912X.2014.932572
Dudley, A. M. (2005). Rethinking Reading Fluency for Struggling Adolescent Readers. Beyond Behavior, 14(3),
16-22.
Pruitt, B. A., & Cooper, J. T. (2008). Ready, Set, Go: Three Strategies to Build Reading Fluency. (cover story). Beyond
Behavior, 17(3), 8-13.
ATES, S. (2013). THE EFFECT OF REPEATED READING EXERCISES WITH PERFORMANCE-BASED FEEDBACK ON
FLUENT READING SKILLS. Reading Improvement, 50(4), 158-165.