When to use repeated reading as an intervention

Vadasy and Sanders ran a study that shows at-risk second and third graders benefit from repeated reading:

These findings suggest when particular types of repeated reading will beneficial. For students performing within the emergent stage of reading fluency, like the second and third graders in the study, there were benefits from rereading the same texts chosen at an instructional level of difficulty. Repeated reading was assisted by trained tutors who provided both a model of fluent reading during two of the rereadings, as well as corrections and feedback during three of the readings

Vadasy, P.F., & Sanders, E.A. (2008). Repeated Reading Intervention: Outcomes and Interactions With Reader Skills and Classroom Instruction. Journal of Educational Psychology, 100 (2), pp. 272-290.

Students at benchmark and above on word reading do not benefit:

… if students enter second or third grade with average or higher word reading skills, a repeated reading interventions is not recommended to boost word reading accuracy or comprehension skills in particular. Students with lower word reading skills at onset, however, will likely benefit from this type of intervention on reading accuracy and fluency rate gains

Vadasy, P.F., & Sanders, E.A. (2008). Repeated Reading Intervention: Outcomes and Interactions With Reader Skills and Classroom Instruction. Journal of Educational Psychology, 100 (2), pp. 272-290.

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