The Effects of Repeated Reading on Fluency for Students With and at Risk for EBD: An Evidence-Based Review

Students with emotional and behavioral disorders have historically experienced poor outcomes in the area of reading. One strategy that has been suggested for improving oral reading fluency for students with or at risk for emotional and behavioral disorders is repeated reading. However, there has not...

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Bibliographic Details
Published in:Behavioral Disorders 2023-11, Vol.49 (1), p.46-60
Main Authors: Collins, Lauren W., Cook, Sara E. C., Ninci, Jennifer, Weingrad, Iana
Format: Article
Language:English
Subjects:
At Risk Students
Behavior disorders
Behavior Problems
Best Practices
Elementary Secondary Education
Emotional disorders
Emotional Disturbances
Evidence Based Practice
Identification
Inclusion
Instructional Effectiveness
Intervention
Oral Reading
Reading
Reading Fluency
Reading Improvement
Reading Instruction
Reading Research
Special Education
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Summary:Students with emotional and behavioral disorders have historically experienced poor outcomes in the area of reading. One strategy that has been suggested for improving oral reading fluency for students with or at risk for emotional and behavioral disorders is repeated reading. However, there has not been an evidence-based review that examines the use of this intervention for this population. The purpose of this study was to conduct an evidence-based review that examined the use of repeated reading in improving oral reading fluency outcomes for students with and at risk for emotional and behavioral disorders according to the Council for Exceptional Children’s Standards for Evidence-Based Practices in Special Education. To focus on students with and at risk for emotional and behavioral disorders, we only included studies that included or disaggregated results for the target population. Although this narrow scope resulted in only six studies for inclusion, repeated reading was classified as having mixed evidence for improving the oral reading fluency of students with emotional and behavioral disorders and insufficient evidence for students at risk. We discuss the implications for research and practice.
ISSN:0198-7429
2163-5307
DOI:10.1177/01987429231199668