Skip to content Skip to main navigation Report an accessibility issue

Repeated Reading: An Intervention That Works


Repeated Reading is an easy academic intervention that involves the student reading a short passage several times. Reading the short passages repeatedly provides good practice in a short amount of time.

Repeated Reading has been demonstrated through numerous studies as effective at enhancing reading fluency for both general education students and students diagnosed with reading disabilities.

A couple of the benefits of Repeated Reading are that it is free and only requires reading material on hand.

Procedures for Repeated Reading:

1. Provide a book or passage (100-200 words in length) to the student.

2. Have the student read the passage three or four times

Procedures for Repeated Reading with the following performance feedback:

1. Follow steps 1 and 2 (above).

2. Follow along with the text as the student reads aloud.

3. If the student takes longer than 5 seconds or misreads a word, correct the student by reading the word and then have the student repeat the word correctly.

4. Have the student continue to read as usual following the correction procedure.


While this intervention seems too simple to be effective, the research continues to demonstrate that it is, in fact, highly effective.


Adapted from:

Chafouleas, S. M., Martens, B. K., Dobson, R. L., Weinstein, K. S., & Gardner, K. B. (2004). Fluent reading as the improvement of stimulus control: Additive effects of performance-based interventions to repeated reading on students’ reading and error rates. Journal of Behavioral Education, 13, 67–81.

Daly, E. J. III., Chafouleas, S., & Skinner, C. H. (2004). Interventions for reading problems: Designing and evaluating effective strategies. New York: The Guilford Press.

Dowhower, S. L. (1987). Effects of repeated reading on second-grade transitional readers’ fluency and comprehension. Reading Research Quarterly, 22, 389-406.

Herman, P. A. (1985). The effects of repeated readings on reading rate, speech pauses, and word recognition accuracy. Reading Research Quarterly, 20, 553-565.

Rashotte, C. A. & Torgesen, J. K. (1985). Repeated reading and reading fluency in learning disabled children. Reading Research Quarterly, 20, 180-188.

Rasinski, T. V. (1990). Effects of repeated reading and listening-while-reading on reading fluency. Journal of Educational Research, 83(3), 147-150The Effects of

Elizabeth A. Stevens, E.A., Walker, M.A., & Vaughn, S. (2016). Reading fluency interventions on the reading fluency and reading comprehension performance of elementary students with learning disabilities: A synthesis of the research from 2001 to 2014.Journal of Learning Disabilities, 50(5),576-590.

For more information on this intervention, please contact us at or 865-974-6177.