Repeated reading is deceptively simple. While we often assume that the more complicated the method, the better the outcome, decades of research prove there’s incredible power in focused repetition. Let’s unpack that. If you’re a teacher—whether you’re new to this or a veteran—you’ve likely encountered students at varying reading levels in your classroom. So how does repeated reading work, and where do you begin?
At its core, repeated reading is about boosting fluency. Fluency has three key components: accuracy, speed, and expression. Think of it like musical etudes for reading—building foundational skills that allow for effortless performance. Once a student can read a text accurately, at a good pace, and with natural expression, their brain is free to focus on understanding what they’re reading.
The concept of repeated reading first emerged in the late 1970s with researchers like SJ Samuels and Carol Chomsky. Even then, studies showed that just a few repeated readings could lead to noticeable improvements. By the year 2000, the National Reading Panel confirmed Repeated Reading as highly effective for students of all ages.
So, why is fluency so important? Isn’t it enough for students to sound out words? Not quite. Fluency is much more than decoding; it’s the bridge to comprehension. Imagine trying to enjoy a song in a language you don’t speak. If you can’t recognize the words, the melody is just noise. Similarly, if a student stumbles over every other word, they won’t grasp the meaning of what they’re reading. Fluency allows them to follow the plot and get immersed in the text. For older students, fluency unlocks their potential to understand complex ideas and concepts.
Beyond fluency itself, repeated reading has numerous other benefits. For example, it significantly impacts vocabulary development. Encountering words repeatedly in meaningful contexts helps those words stick, especially for content-specific vocabulary like scientific terms or historical figures. This repeated exposure is far more effective than simply looking up definitions in a glossary. Additionally, repeated reading boosts confidence. When students see themselves improving and achieving fluency goals, it motivates them to keep reading, creating lifelong learners.
So, how can you implement repeated reading effectively? Let’s start with text selection. The text needs to be at the right level—challenging enough to push students, but not so frustrating that they shut down. Short passages, ideally between 50 and 200 words, work best. For setting goals, specificity is crucial. Are you aiming to increase a student’s words correct per minute (WCPM), reduce errors, or improve expression? Each goal might require a different text and approach.
Methods like assisted repeated reading can be very effective. Here, the teacher reads the passage aloud first, modeling good pace, accuracy, and expression. This “live performance” shows students what fluent reading sounds like. From there, you might transition to choral reading, where the class reads together, building confidence and creating a supportive environment. As students become more comfortable, they can practice individually, using a timer to track progress. For hesitant readers, echo reading is an excellent tool. The teacher reads a sentence or short phrase, and the student echoes it back, matching the fluency. Paired reading, where students take turns reading aloud to each other, also offers valuable peer support.
Timed repeated readings are particularly effective for students ready to push their reading rate. Here, students read the same passage multiple times, aiming to beat their previous score. Tracking progress visually, like on a chart, can be highly motivating. To avoid boredom or an overemphasis on speed, incorporate engaging activities, comprehension checks, and discussions about the text. This ensures students aren’t just racing through words but making meaningful connections.
It’s important to distinguish repeated reading from round-robin reading, which has been criticized for being inefficient and potentially harmful. In round-robin reading, students take turns reading aloud, but the limited practice time and high-pressure environment often don’t benefit struggling readers. Repeated reading, by contrast, allows students to practice the whole passage multiple times in a safe, supportive setting.
The research is clear: repeated reading works. Studies like William Therrien’s 2004 meta-analysis found significant positive effects on both fluency and comprehension. More recent research, like Jennifer Lee and Soyoung Yun’s 2017 meta-analysis, confirms that Repeated Reading is especially beneficial for students with reading disabilities. These findings show the power of focused repetition in helping all students improve their reading skills.
Programs like “Re-read, Adapt, and Answer Comprehend” (RAAC) and frameworks like “Comprehensive, Intensive, and Individualized Instruction in Tier 3” (C3T) can enhance the benefits of repeated reading by combining it with other evidence-based strategies. Technology also offers incredible opportunities to personalize and gamify the learning experience, with apps and software providing virtual coaching, visual rewards, and individualized feedback.
As you implement repeated reading, think creatively. Beyond traditional texts, explore poems, songs, or scripts. These forms of language provide unique opportunities to build fluency and engage students in meaningful ways. Repeated reading isn’t just about improving reading skills; it’s about fostering a lifelong love of language and communication.
So, to all the teachers out there: embrace the power of repeated reading. Make it your own, and watch your students soar. Share your successes, struggles, and insights—community is everything. Let’s create a world where every student can experience the joy of reading. Happy reading, everyone.
