Repeated

What is it?

Reading

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.
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

How does Repeated Reading

work?
Directions:

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

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

3 skills to assist with Repeated

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

safe, private, judgement free

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

representation as well)
Increase exposure to text
Encourage PRACTICE
Set fluency goals for student
Make sure they are on the
right reading level if they are

Who does it work for?

Students with emotional or

behavior disorders
Students with learning
disabilities
Students learning English
Any and all students who may
struggle even slightly with
reading comprehension

struggling to comprehend
Use a variety of reading

If the goal is to help older

formats to increase word

students read text with ease so

familiarity (poems,
narratives, passages, short
stories, sentence structures)

they can place most of their

attention on understanding the
text, then reading fluency must
be taught, practiced, and

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.