Effects of Repeated Reading Interventions to Improve Reading Fluency for Students With Reading Disabilities: A Meta-Analysis

• In Event: 46.087 - Poster Session 8
  In Poster Session: 46.087-8 - Special Education Research SIG: Academic Interventions and Outcomes

Abstract

The purpose of this study was to systematically review the effects of repeated reading (RR) interventions to improve reading fluency for students with reading disabilities (RD). Through a meta-analysis, we attempted to combine and contrast results from empirical studies, and identify the degree of the effects of RR interventions for students with RD. The primary results indicated that the estimated overall average Hedges’ g of the 18 independent effect sizes for the RR effects was 1.20 (z = 8.73, p < 0.001), which is a relatively large effect.

Authors

• Jiyeon Lee, Rowan University

• So Yoon (Yoona) Yoon, Texas A&M University - College Station