A Look at Repeated Readings

Agenda

• What is repeated readings?• Why is repeated readings effective?• What does the supporting research for repeated

readings say?• What are the benefits and challenges?• How do I implement repeated readings in my

classroom? Checklist for Success• How well is it working? Examining the Effects

What is repeated readings?

• Repeated Readings – Repeated Readings is an instructional

strategy used to support students in developing oral reading proficiency. Students are given multiple opportunities to practice reading aloud passages at their independent reading level, instructors provide instructive feedback after each practice opportunity (Therrien & Kubina, 2006).

Why is repeated readings effective?

• Repeated Readings is grounded in the theory of automaticity. The theory posits that once readers have established fluency with text at their instructional reading level, they are able to focus on comprehension (Escarpio & Barbetta, 2015; Samuels, 1979).

What does the supporting research for repeated readings say?

• Improved oral reading rates for elementary and middle school students (Lo, Cooke, & Starling, 2011; Oakes, Lane, & Mathur, 2010; Scott & Shearer-Lingo, 2002)

• Enhanced reading comprehension (WWC, 2014)

• Increased correct words per min read and comprehension questions answered, and generalized to novel passages for elementary students at risk for emotional and behavioral disorders (EBD; Staubitz, Cartledge, Yurick, & Lo, 2005)

• Improved oral reading fluency, improved comprehension, and reduced reading errors for students with EBD (Escarpio & Barbetta, 2015)

Supporting Research

See Repeated Readings Resource Guide on Ci3T.org for supporting research and

additional information.

What are the benefits & challenges?

Benefits• Cost-free • Implemented with few

materials and tutors can be easily trained

• Provides opportunities for individualized support through the use of instructive feedback

• Students can set goals, and graph their own progress

Challenges• Students may lose

interest in the passage (goal setting and graphing progress supports motivation)

• Time for a qualified tutor to work with individual students.

How do I implement repeated readings in my classroom? Implementation Checklist

!

Determine students are at the appropriate level for this intervention (see Intervention Grid).

Choose a format for implementing the intervention (e.g., small group; one-on-one with teacher,

paraprofessional or peer).

Select reading passages at the independent level and collect any additional supplies (e.g., data

collection sheets, timer).

Begin implementing intervention by pairing students with a qualified partner (i.e., one who can

give appropriate instructive feedback).

Step 2

Step 3

Step 4

Step 1

How do I implement repeated readings in my classroom? Implementation Checklist

Set performance criterion.

Student reads the passage aloud and partner provides instructive feedback (e.g., decoding. prosody, and rate).

Graph progress.

Praise students’ efforts.

Step 6

Step 7

Step 8

Step 5

(Therien & Kubina, 2006)

How do I implement repeated readings in my classroom? Implementation Checklist

Allot time for students to read passages until they have met the performance criterion.

(Therien & Kubina, 2006)

Step 9

Implement a repeated readings routine as part of your reading instruction.Step 10

How do I implement repeated readings in my classroom?

See “Repeated Readings Implementation Checklist”

Step 1: Determine students are at the appropriate level for this intervention (See Intervention Grid).Step 2: Choose a format for implementing the intervention (e.g., small group; one-on-one with teacher, paraprofessional, or peer).Step 3: Select reading passages at the independent level and collect any additional supplies (e.g., data collection sheets, timer). Step 4: Begin implementing intervention by pairing student with a qualified partner (i.e., one who can give appropriate instructive feedback).

How do I implement repeated readings in my classroom?

Step 5: Set performance criterion.Step 6: Student reads the passage aloud and partner provides instructive feedback (e.g., decoding. prosody, and rate). Step 7: Graph progress.Step 8: Praise students’ efforts.Step 9: Allot time for students to read passages until they have met the performance criterion.Step 10: Implement a repeated reading routine as part of your reading instruction.

See “Repeated Readings Implementation Checklist”

Repeated Reading Tools for Implementation

See “RR_Sample Peer Checklist”

Repeated Reading Tools for Implementation

See “RR_Sample Teacher Data Collection Forms”

Repeated Reading Tools for Implementation

See “RR_Sample Student Data Collection Forms”

How well is it working? Examining the Effects

How well did this support

work for this student?

Experimental Design

What do stakeholders

think about the goals,

procedures, and outcomes?

Social Validity

Is it happening?

Treatment Integrity

Making Certain the Strategy is in Place: Treatment Integrity

See “Repeated Readings Treatment Integrity Checklist”

What does the student think about it?

See “Instructional Choice Student Social Validity Survey”

What does the teacher think about it?

See “Social Validity Adapted-IRP15”

Sample Intervention GridSupport Description School-wide Data:

Entry CriteriaData to Monitor

ProgressExit Criteria

 

Repeated Readings

Students engage in repeated oral reading practice (15 min, four days per week; in addition to 90 min core instruction) of appropriate text passages to build reading fluency, accuracy, and prosody. Selected passages at the student’s independent reading level (at least 95% accuracy). Students are paired with a competent partner (e.g., teacher, paraprofessional, volunteer or peer). The student reads the passage, timing the reading for one min. Then the partner marks errors, insertions, and omissions on a second copy of the passage. The partner listens and provides instructive feedback. Instructive feedback is pertaining to correct decoding, words omitted during the read aloud, prosody, and words read correctly per minute. Students continue the repeated readings until a fluency goal, such as a target number of words read correctly per minute is reached or until an authentic end to the activity (e.g., presentation of Readers Theatre). Materials: Two copies of the passage (one for the student

reading and another for their tutor) Graph- words read correctly per minute

(WCPM) with goal marked Pencils Timer Peer Feedback Checklist

Academic:AIMSweb Benchmark- Below Target level RCBM- Below 25% percentile  AIMSweb Accuracy % and WCPM:Meets criteria for Accurate and SlowAccuracy %:2nd grade: 95% or higher3rd-8th grade 98% or higher (Group 2 OR Grouping Worksheet)

Academic measures: - AIMSweb

weekly progress monitoring RCBM.

Treatment Integrity:- Implementation

& Treatment Integrity Checklists

- Peer feedback checklist.

  Social Validity:- Teacher:

Adapted IRP-15

Academic measures: AIMSweb progress monitoring RCBM: Reaches above targeted aim line for grade level for 3 consecutive assessment opportunities.  Continue progress monitoring until next benchmark and discontinue once student scores meet accuracy and fluency criteria (2nd grade: 95%, 3rd-8th grade: 98% or higher). Tier 1: Consider authentic activities for repeated reading, such as Readers Theater.

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