Fluency and Comprehension Gains as a Result of Repeated Reading

By A. Meta-analysis. 2004

330 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/71dbeaf33cea9d1f07f475e42f37db9a7e2835b9

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Citations in the corpus

Instruction, Student Engagement, and Reading Skill Growth in Reading First Classrooms (2009, background): “Research suggests that these activities and peer-assisted reading support fluency (Kuhn & Stahl, 2002; NRP, 2000; Therrien, 2004), which in turn support reading comprehension (Fuchs & Fuchs, 2005).”
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.”
Effects of Repeated Readings, Error Correction, and Performance Feedback on the Fluency and Comprehension of Middle School Students With Behavior Problems (2007, unknown): “, 2003); corrective feedback (Chard et al.; National Reading Panel, 2000; Therrien, 2004); and a way to monitor progress (Gibb & Wilder; Scott & Shearer-Lingo).”
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.”
Reading First Impact Study Final Report (2009, background): “2 Regression discontinuity analysis was introduced by Thistlethwaite and Campbell (1960) and has more recently experienced a resurgence of interest (e.”
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).”
Teachers' Knowledge of Literacy Concepts, Classroom Practices, and Student Reading Growth (2009, background): “…Perfetti, Pesetsky, & Seidenberg, 2001), specific reading comprehension strategies and how to teach them (National Reading Panel, 2000), and the contribution of students’ vocabulary (Beck, McKeown, & Kucan, 2002; Biemiller & Boote, 2006) and fluency (Therrien, 2004) to proficient reading skills.”
Effect of a Combined Repeated Reading and Question Generation Intervention on Reading Achievement (2006, background): “…feedbackonworderrors,andusedaperformancecriterion (e.g., certain number of correct words per minute [CWPM]) to determine when to move to a new passage were up to four times more effective than interventions that did not include these instructional components (Therrien, 2004).”