Fluency and Comprehension Gains as a Result of Repeated Reading

By William J. Therrien. 2004

512 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/62f9e4170de7e50afe30afe296529f7118a46738

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In Developmental and Educational Psychology

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Citations in the corpus

Fluency in reading—Thirty-five years later (2010, background): “However, two further metaanalyses, Chard et al. (2002) and Therrien (2004), reinforced the conclusions of the National Reading Panel, arguing that repeated reading practices, of various types, strongly influence reading comprehension abilities.”
Research on Reading Instruction for Individuals with Significant Cognitive Disabilities (2006, background): “Guided oral reading is one way to help students become more fluent readers (Stahl, 2004; Therrien, 2004).”
Using Authentic Materials for Extensive Reading to Promote English Proficiency. (2012, background): “Copious studies already exist in support of extensive reading (Krashion, 2004; Pikulski & Chard, 2005; Silva, 2009; Therrien, 2004).”
Increasing Elementary-aged Students’ Reading Fluency with Small-group Interventions: A Comparison of Repeated Reading, Listening Passage Preview, and Listening Only Strategies (2009, methodology): “Of the various reading fluency interventions reported, repeated reading (RR) and passage previewing (PP) strategies have been examined most often (Skinner et al. 1997; Therrien 2004).”
Shared Book Reading Interventions With English Learners: A Meta-Analysis (2018, background): “Shared reading has received considerable attention as an educational activity, evidenced by the publication of several prior meta-analyses that have examined its impact on monolingual children’s academic outcomes (Bus, van IJzendoorn, & Pellegrini, 1995; Lonigan et al., 2008; Mol & Bus, 2011; Mol, B”
Repeated Reading Interventions for Students with Learning Disabilities: Status of the Evidence (2009, unknown): “, 2002; Meyer & Felton, 1999) and meta-analyses have found positive outcomes on students’ reading achievement as a result of implementing this intervention (Therrien, 2004).”
Contrasting the Effectiveness of Fluency Interventions for Students with or at Risk for Learning Disabilities: A Multilevel Random Coefficient Modeling Meta–Analysis (2006, methodology): “Therrien (2004) only examined the effects of one type of ﬂu-ency intervention.”