Is Repeated Reading Evidence-Based? A Review of the Literature
Document Type
Article
Publication Date
2021
Abstract
Repeated reading (RR) is an established and extensively researched intervention which has been shown to improve reading fluency and comprehension. However, past reviews have found the rigor of the RR research insufficient for it to be considered evidence-based. Previous review of the RR research were updated and expanded. Forty-four group designs and 63 SCD studies were evaluated using criteria proposed in the literature. Four group designs and four SCD studies met criteria for high-quality or acceptable research. RR can be considered a promising practice based on group design research; it cannot be considered an evidence-based practice based on SCD research. Additional rigorous research is needed on RR, and criteria used to evaluate rigor should be considered.
Department
Psychology
Print ISSN
1045-988X
Publication Title
Preventing School Failure: Alternative Education for Children and Youth
Recommended Citation
Petersen-Brown, S., Johnson, M. E., Bowen, J., Lundberg, A., Nelson, J. D., Williamson, A. A., & Wiswell, J. M. (2021). Is repeated reading evidence-based? A review of the literature. Preventing School Failure: Alternative Education for Children and Youth, 65(4), 379-391. https://doi.org/10.1080/1045988X.2021.1934376
DOI
10.1080/1045988X.2021.1934376
Link to Publisher Version (DOI)
Publisher's Copyright and Source
Copyright © 2021 Taylor & Francis Group, LLC.
Article published in Preventing School Failure: Alternative Education for Children and Youth, volume 65, issue 4, 2021, pages 379-391. https://doi.org/10.1080/1045988X.2021.1934376
