Effects of Repeated Readings and Nonrepetitive Strategies on Students' Fluency and Comprehension

Homan, Susan P.; Klesius, Janell P.; Hite, Clare E.

doi:10.1080/00220671.1993.9941172

Cited by 81 publications

(89 citation statements)

References 10 publications

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Section: Overview Of Reading Intervention With Older Studentsmentioning

confidence: 99%

“…Students who read slowly and laboriously read fewer words overall and often become reluctant readers who struggle to learn from text and do not read for pleasure, thus widening the gap between poor and proficient readers (Stanovich, 1986). Furthermore, the ability to read quickly and accurately is related to improved reading comprehension because students can devote more attention during reading to the mental processes involved in understanding text (Homan, Klesius, & Hite, 1993;Kuhn & Stahl, 2000; National Institute of Child Health and Human Development [NICHD], 2000;Reutzel & Hollingsworth, 1993;Shinn, Good, & Knutson, 1992).Evidence from intervention studies with older students who exhibit deficits in decoding and fluency suggest that these students benefit from receiving instruction in the basic elements of word reading, regardless of how old they are (Abbott & Berninger, 1999; NICHD, 2000). Research findings point to the use of systematic, explicit instruction in comprehension strategies and vocabulary, opportunities for practice in text geared to the students' reading level with corrective feedback, and explicit instruction in the use of strategies to read words quickly and accurately (Swanson, 1999;Vaughn, Gersten, & Chard, 2000).…”

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confidence: 99%

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Response to intervention with older students with reading difficulties

Vaughn¹,

Fletcher²,

Francis³

et al. 2008

Learning and Individual Differences

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Addressing the literacy needs of secondary school students involves efforts to raise the achievement levels of all students and to address specifically the needs of struggling readers. One approach to this problem is to consider the application of a Response to Intervention (RTI) model with older students. We describe an approach to enhanced literacy instruction for middle school students that includes the essential components of any RTI model: universal screening, progress monitoring, and multitiered instructional service delivery. We use screening and progress-monitoring tools specifically tied to state accountability tests and a multi-tiered instructional framework that addresses the literacy needs of all middle school students, including struggling readers. Presently a large-scale, multi-site randomized trial is under way to evaluate the feasibility and effectiveness of this RTI model for middle school students. Special Issue Edited by Don Compton, Vanderbilt UniversityPublisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. NIH Public Access Response to Intervention with Older Students with Reading DifficultiesResponse to Intervention (RTI) is an approach to enhancing classroom instruction and systematically implementing more intensive interventions to meet the instructional needs of struggling learners. Fundamental to the implementation of an RTI approach are the following components: (a) accurate universal screening to assure that all students at-risk for reading difficulties are identified as early as possible, (b) valid and reliable progress monitoring to determine students' response to instruction that may vary in intensity and differentiation, and (c) multi-tiered research-based reading interventions to provide confidence that students whose response is less than expected have been provided with the most effective instruction and intervention protocols available. In addition, implementation requires knowledge about effective school and student factors that contribute to RTI models. Thus, RTI introduces instruction-driven assessments and a layered approach to instructional service delivery that begins in the classroom with all students (Tier I); supplements instruction with secondary interventions that provide greater intensity, differentiation, and time on task for some students (Tier II); and provides intensive intervention for a smaller number of students who have not benefited adequately from classroom instruction and secondary interventions (Tier III). Determination of the level of intervention needed is based on the results of progress-monitoring assessmen...

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Section: Overview Of Reading Intervention With Older Studentsmentioning

confidence: 99%

mentioning

confidence: 99%

Response to intervention with older students with reading difficulties

Vaughn¹,

Fletcher²,

Francis³

et al. 2008

Learning and Individual Differences

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show abstract

“…Research has shown repeated reading to be an effective strategy with struggling readers (with and without identified learning disabilities) at both the middle (see Homan, Klesius, & Hite, 1993) and high school levels (Valleley & Shriver, 2003). Repeated reading refers to the strategy of having students read specific passages of text over and over again.…”

Section: Fluencymentioning

confidence: 99%

Literacy Instruction for Secondary Students With Disabilities

Malmgren¹,

Trezek²

2017

focusXchild

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“…Even with the consistent positive relation between ASR and student learning, only a limited number of studies had directly compared repeated reading to equal amounts of non-repetitive text by controlling the time spent reading or number of words read across the repeated reading and non-repeated reading conditions (e.g., Alber-Morgan, et al, 2007;Ardoin, McCall, & Klubnik, 2007;Homan, Klesius, & Hite, 1993;Mathes & Fuchs, 1993;Rashotte & Torgesen, 1985;Von Bon, Boksebold, Font Freide, & Van Den Hurk, 1991).…”

Section: Introductionmentioning

confidence: 99%

“…The limited number of studies (mostly dated) controlled the number of words read across and repeated readings and non-repeated readings includes Ardoin et al (2007), Homan et al (1993), Rashotte and Torgesen (1985), Therrien, et al (2008) and Van Bon et al (1991). In this study, the condition in which the participants read equal amounts of non-repetitive text equal in number of words to the three readings in the repeated readings conditions is referred to as equivalent non-repetitive readings.…”

Section: Introductionmentioning

confidence: 99%

Comparison of Repeated and Two Non-Repeated Readings Conditions on Reading Abilities of Students with Emotional and/or Behavioral Disabilities

Escarpio¹

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Effects of Repeated Readings and Nonrepetitive Strategies on Students' Fluency and Comprehension

Cited by 81 publications

References 10 publications

Response to intervention with older students with reading difficulties

Response to intervention with older students with reading difficulties

Literacy Instruction for Secondary Students With Disabilities

Comparison of Repeated and Two Non-Repeated Readings Conditions on Reading Abilities of Students with Emotional and/or Behavioral Disabilities

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