Fluency and Comprehension Gains as a Result of Repeated Reading: A Meta-Analysis
Therrien, W. J. · 2004
grade Cmeta-analysisindependentunreplicated
Sample
18 studies, K-12
Population
K-12; students with learning disabilities and nondisabled; US.
Design
Separates PRACTICED (non-transfer) from TRANSFER (novel passage) outcomes. Outcomes predominantly researcher-designed curriculum-based ORF probes (proximal).
Key findings
Repeated reading produces large gains on the SAME passage practiced (fluency 0.83, comprehension 0.67) but transfer to novel text is markedly smaller. The headline large ES is largely a proximal-measurement artifact.
Genetic confound
Experimental; the large ES is a practiced-passage/proximal measurement artifact.
Replication notes
Practiced-passage values verified; the transfer-is-smaller direction is firm. Moderators: adult tutor > peer, model first, corrective feedback, ~3-4 rereadings.
DOI / URL
10.1177/07419325040250040801
Effects
| Outcome | Metric | Value | Measure | Timing | Vs | Horizon | Class |
|---|---|---|---|---|---|---|---|
| Fluency on PRACTICED passages | d | 0.83 | researcher-designed | end-of-treatment | business-as-usual | end-of-treatment | domain-skill |
| Comprehension on PRACTICED passages | d | 0.67 | researcher-designed | end-of-treatment | business-as-usual | end-of-treatment | domain-skill |
| Combined transfer + non-transfer (fluency / comprehension) | d | 0.64 / 0.42 | researcher-designed | end-of-treatment | business-as-usual | end-of-treatment | near-transfer |
Cited by
- Reading fluency — guided repeated oral reading, and whether repetition mattersmoderate supportconf: mediumgc: low