Repeated Reading consists of rereading a short passage until a certain number of times or until a satisfactory level of fluency is reached (LaBerge & Samuels, 1974). Research indicates that repeated reading improves fluency and comprehension (Meyer & Felton, 1999; Therrien, 2004), particularly for those children whose reading levels are between first and third grade (Kuhn & Stahl, 2003). There are three essential components that help maximize the effectiveness of repeated reading (Therrien, 2004):
- Students should read passages aloud to an adult who is able to give effective feedback.
- An adult should give corrective feedback on word errors.
- Students should reread passages until they achieve a fluency level that is commensurate with that of their peers