Repeated reading has gained popularity as a technique for helping students achieve reading fluency. It is widely implemented and can be used for students with and without disabilities. Repeated reading has several components that make it more efficient. This blog shares those components and provides a framework for setting up and using repeated reading in the classroom.
Reading, a complex process some have likened to rocket science (Moats, 1999), has become less of a mystery in recent years. Reports, such as that from the National Reading Panel (NRP, 2000), have highlighted extensive research that details how to best teach beginning reading. Topics in the NRP report include phonemic awareness, phonics instruc- tion, comprehension, computer technology, and reading fluency. Fluency, in particular, has received an increasing amount of attention.
