{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,29]],"date-time":"2026-10-29T06:36:49Z","timestamp":1793255809698,"version":"4.5.0"},"reference-count":66,"publisher":"SAGE Publications","issue":"6","license":[{"start":{"date-parts":[[2026,1,8]],"date-time":"2026-01-08T00:00:00Z","timestamp":1767830400000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"funder":[{"DOI":"10.13039\/100006514","name":"East Tennessee State University","doi-asserted-by":"publisher","award":["IRF # 24-003 RFP"],"award-info":[{"award-number":["IRF # 24-003 RFP"]}],"id":[{"id":"10.13039\/100006514","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[2026,11]]},"abstract":"<jats:p>\n                    Fluency is a multidimensional construct that requires automaticity with foundational skills. Fluency is not an end in itself but serves as a bridge between decoding and reading comprehension. However, many secondary students struggle with proficient reading and fail to attain the most functional levels of literacy, even after receiving intensive reading interventions. The current study investigated the effects of repeated reading interventions on the oral reading fluency of adolescents at risk for and with reading disabilities. Sixty-eight students in Grades 6 through 8 (35 female, 33 male) were taught by 11 teachers and participated in either\n                    <jats:italic toggle=\"yes\">Repeated Reading Plus<\/jats:italic>\n                    or\n                    <jats:italic toggle=\"yes\">Silent Repeated Reading<\/jats:italic>\n                    . Hierarchical residual change regressions were conducted to evaluate the main effect and interaction effects of\n                    <jats:italic toggle=\"yes\">Repeated Reading Plus<\/jats:italic>\n                    and\n                    <jats:italic toggle=\"yes\">Silent Repeated Reading<\/jats:italic>\n                    on oral reading fluency (words correct per minute). Grade level and special education status were included as covariates. Multilevel analyses were used to account for between-teacher variability. Results indicate repeated reading interventions that include previewing multisyllabic words, fluent modeling of connected text, repeated partner reading, and answering comprehension questions may support the oral reading fluency of middle school students with reading difficulties and disabilities.\n                  <\/jats:p>","DOI":"10.1177\/00222194251404534","type":"journal-article","created":{"date-parts":[[2026,1,8]],"date-time":"2026-01-08T14:39:43Z","timestamp":1767883183000},"page":"359-374","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":0,"title":["The Effects of Repeated Reading Interventions on the Oral Reading Fluency of Middle School Students With Reading Difficulties and Disabilities"],"prefix":"10.1177","volume":"59","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-3516-1149","authenticated-orcid":false,"given":"Kristie","family":"Calvin","sequence":"first","affiliation":[{"name":"East Tennessee State University, Johnson City, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Lindsay Ellis","family":"Lee","sequence":"additional","affiliation":[{"name":"Michigan State University, East Lansing, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Christy","family":"Austin","sequence":"additional","affiliation":[{"name":"University of Utah, Salt Lake City, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Stephanie","family":"Gouge","sequence":"additional","affiliation":[{"name":"Washington County School, Jonesborough, TN, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Angela","family":"Watson","sequence":"additional","affiliation":[{"name":"Washington County School, Jonesborough, TN, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2026,1,8]]},"reference":[{"key":"e_1_3_2_2_1","doi-asserted-by":"crossref","unstructured":"Bates D. M\u00e4chler M. Bolker B. Walker S. (2015). Fitting linear mixed-effects models using lme4. Journal of Statistical Software 67(1) 1\u201348. https:\/\/doi.org\/10.18637\/jss.v067.i01","DOI":"10.18637\/jss.v067.i01"},{"issue":"2","key":"e_1_3_2_3_1","first-page":"35","article-title":"In tests of several samples for a population with normal distribution (Pubblicazioni del R. Ist. Super. Agr)","volume":"8","author":"Bonferroni C.","year":"1936","unstructured":"Bonferroni C. (1936). In tests of several samples for a population with normal distribution (Pubblicazioni del R. Ist. Super. Agr). Economia di Firenze, 8(2), 35\u201344.","journal-title":"Economia di Firenze"},{"key":"e_1_3_2_4_1","doi-asserted-by":"crossref","unstructured":"Chall J. S. (1996). American reading achievement: Should we worry? Research in the Teaching of English 30(3) 303\u2013310. https:\/\/doi.org\/10.58680\/rte199615312","DOI":"10.58680\/rte199615312"},{"key":"e_1_3_2_5_1","first-page":"29","volume-title":"Theory and practice of early reading","author":"Chall J. S.","year":"2013","unstructured":"Chall J. S. (2013). The great debate: Ten years later, with a modest proposal for reading stages. In Resnick L. B., Weaver P. A. (Eds.), Theory and practice of early reading (pp. 29\u201355). Routledge."},{"issue":"1","key":"e_1_3_2_6_1","first-page":"14","article-title":"Poor children\u2019s fourth-grade slump","volume":"27","author":"Chall J. S.","year":"2003","unstructured":"Chall J. S., Jacobs V. A. (2003). Poor children\u2019s fourth-grade slump. American Educator, 27(1), 14\u201317.","journal-title":"American Educator"},{"key":"e_1_3_2_7_1","unstructured":"Champely S. De Rosario H. (2020). pwr: Basic functions for power analysis (Version 1.3-0) [R package]. Comprehensive R Archive Network (CRAN). https:\/\/CRAN.R-project.org\/package=pwr"},{"key":"e_1_3_2_8_1","doi-asserted-by":"crossref","unstructured":"Chard D. J. Ketterlin-Geller L. R. Baker S. K. Doabler C. Apichatabutra C. (2009). Repeated reading interventions for students with learning disabilities: Status of the evidence. Exceptional Children 75(3) 263\u2013281. https:\/\/doi.org\/10.1177\/001440290907500301","DOI":"10.1177\/001440290907500301"},{"key":"e_1_3_2_9_1","doi-asserted-by":"crossref","unstructured":"Chard D. J. Vaughn S. Tyler B. J. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities 35(5) 386\u2013406. https:\/\/doi.org\/10.1177\/00222194020350050101","DOI":"10.1177\/00222194020350050101"},{"key":"e_1_3_2_10_1","doi-asserted-by":"crossref","unstructured":"Cirino P. T. Romain M. A. Barth A. E. Tolar T. D. Fletcher J. M. Vaughn S. (2013). Reading skill components and impairments in middle school struggling readers. Reading and Writing 26(7) 1059\u20131086. https:\/\/doi.org\/10.1007\/s11145-012-9406-3","DOI":"10.1007\/s11145-012-9406-3"},{"key":"e_1_3_2_11_1","doi-asserted-by":"crossref","unstructured":"Clarke P. J. Snowling M. J. Truelove E. Hulme C. (2010). Ameliorating children\u2019s reading comprehension difficulties: A randomized controlled trial. Psychological Science 21(8) 1106\u20131116. https:\/\/doi.org\/10.1177\/0956797610375449","DOI":"10.1177\/0956797610375449"},{"key":"e_1_3_2_12_1","doi-asserted-by":"crossref","unstructured":"Clemens N. H. Oslund E. Kwok O. Fogarty M. Simmons D. Davis J. L. (2019). Skill moderators of the effects of a reading comprehension intervention. Exceptional Children 85(2) 197\u2013211. https:\/\/doi.org\/10.1177\/0014402918787339","DOI":"10.1177\/0014402918787339"},{"key":"e_1_3_2_13_1","doi-asserted-by":"crossref","unstructured":"Clemens N. H. Simmons D. Simmons L. E. Wang H. Kwok O. (2017). The prevalence of reading fluency and vocabulary difficulties among adolescents struggling with reading comprehension. Journal of Psychoeducational Assessment 35(8) 785\u2013798. https:\/\/doi.org\/10.1177\/0734282916662120","DOI":"10.1177\/0734282916662120"},{"key":"e_1_3_2_14_1","doi-asserted-by":"crossref","unstructured":"Denton C. A. Barth A. E. Fletcher J. M. Wexler J. Vaughn S. Cirino P. T. Romain M. Francis D. J. (2011). The relations among oral and silent reading fluency and comprehension in middle school: Implications for identification and instruction of students with reading difficulties. Scientific Studies of Reading 15(2) 109\u2013135. https:\/\/doi.org\/10.1080\/10888431003623546","DOI":"10.1080\/10888431003623546"},{"key":"e_1_3_2_15_1","doi-asserted-by":"crossref","unstructured":"Denton C. A. Wexler J. Vaughn S. Bryan D. (2008). Intervention provided to linguistically diverse middle school students with severe reading difficulties. Learning Disabilities Research & Practice 23(2) 79\u201389. https:\/\/doi.org\/10.1111\/j.1540-5826.2008.00266.x","DOI":"10.1111\/j.1540-5826.2008.00266.x"},{"key":"e_1_3_2_16_1","doi-asserted-by":"crossref","unstructured":"Didion L. Bruno L. Marshall G. Immerfall J. Kunkel A. McGinn J. (2024). Reaching the top of data mountain: Postsecondary students with disabilities use data to improve fluency. Career Development and Transition for Exceptional Individuals 48 161\u2013174. https:\/\/doi.org\/10.1177\/21651434241250326","DOI":"10.1177\/21651434241250326"},{"key":"e_1_3_2_17_1","doi-asserted-by":"crossref","unstructured":"Didion L. Toste J. R. (2022). Climb data mountain: How components of self-determination can support oral reading fluency practice. Teaching Exceptional Children 54(6) 424\u2013432. https:\/\/doi.org\/10.1177\/00400599211027282","DOI":"10.1177\/00400599211027282"},{"key":"e_1_3_2_18_1","doi-asserted-by":"crossref","unstructured":"Elw\u00e9r \u00c5. Gustafson S. Byrne B. Olson R. K. Keenan J. M. Samuelsson S. (2015). A retrospective longitudinal study of cognitive and language skills in poor reading comprehension. Scandinavian Journal of Psychology 56(2) 157\u2013166. https:\/\/doi.org\/10.1111\/sjop.12188","DOI":"10.1111\/sjop.12188"},{"key":"e_1_3_2_19_1","doi-asserted-by":"crossref","unstructured":"Erbeli F. Rice M. (2022). Examining the effects of silent independent reading on reading outcomes: A narrative synthesis review from 2000 to 2020. Reading & Writing Quarterly 38(3) 253\u2013271. https:\/\/doi.org\/10.1080\/10573569.2021.1944830","DOI":"10.1080\/10573569.2021.1944830"},{"key":"e_1_3_2_20_1","doi-asserted-by":"crossref","unstructured":"Fuchs L. S. Fuchs D. Hosp M. K. Jenkins J. R. (2001). Oral reading fluency as an rndicator of Reading competence: A theoretical empirical and historical analysis. Scientific Studies of Reading 5(3) 239\u2013256. https:\/\/doi.org\/10.1207\/S1532799XSSR0503_3","DOI":"10.1207\/S1532799XSSR0503_3"},{"key":"e_1_3_2_21_1","doi-asserted-by":"crossref","unstructured":"Guthrie J. T. Klauda S. L. Ho A. N. (2013). Modeling the relationship among reading instruction motivation engagement and achievement for adolescents. Reading Research Quarterly 48(1) 9\u201326. https:\/\/doi.org\/10.1002\/rrq.035","DOI":"10.1002\/rrq.035"},{"key":"e_1_3_2_22_1","doi-asserted-by":"crossref","unstructured":"Hammerschmidt-Snidarich S. M. Maki K. E. Adams S. R. (2019). Evaluating the effects of repeated reading and continuous reading using a standardized dosage of words read. Psychology in the Schools 56(5) 635\u2013651. https:\/\/doi.org\/10.1002\/pits.22241","DOI":"10.1002\/pits.22241"},{"key":"e_1_3_2_23_1","doi-asserted-by":"crossref","unstructured":"Harris P. A. Taylor R. Minor B. L. Elliott V. Fernandez M. O\u2019Neal L. McLeod L. Delacqua G. Delacqua F. Kirby J. Duda S. N. (2019). The REDCap consortium: Building an international community of software platform partners. Journal of Biomedical Informatics 95 Article 103208. https:\/\/doi.org\/10.1016\/j.jbi.2019.103208","DOI":"10.1016\/j.jbi.2019.103208"},{"key":"e_1_3_2_24_1","doi-asserted-by":"crossref","unstructured":"Harris P. A. Taylor R. Thielke R. Payne J. Gonzalez N. Conde J. G. (2009). Research electronic data capture (REDCap)\u2014A metadata-driven methodology and workflow process for providing translational research informatics support. J Biomed Inform 42(2) 377\u2013381. https:\/\/doi.org\/10.1016\/j.jbi.2008.08.010","DOI":"10.1016\/j.jbi.2008.08.010"},{"key":"e_1_3_2_25_1","doi-asserted-by":"publisher","DOI":"10.1002\/pits.20545"},{"key":"e_1_3_2_26_1","doi-asserted-by":"crossref","unstructured":"Hudson A. Koh P. W. Moore K. A. Binks-Cantrell E. (2020). Fluency interventions for elementary students with reading difficulties: A synthesis of research from 2000\u20132019. Education Sciences 10(3) Article 52. https:\/\/doi.org\/10.3390\/educsci10030052","DOI":"10.3390\/educsci10030052"},{"key":"e_1_3_2_27_1","doi-asserted-by":"crossref","unstructured":"Hudson R. F. Pullen P. C. Lane H. B. Torgesen J. K. (2008). The complex nature of reading fluency: A multidimensional view. Reading & Writing Quarterly 25(1) 4\u201332. https:\/\/doi.org\/10.1080\/10573560802491208","DOI":"10.1080\/10573560802491208"},{"key":"e_1_3_2_28_1","doi-asserted-by":"crossref","unstructured":"Jenkins J. R. Fuchs L. S. van den Broek P. Espin C. Deno S. L. (2003). Sources of individual differences in reading comprehension and reading fluency. Journal of Educational Psychology 95(4) 719\u2013729. https:\/\/doi.org\/10.1037\/0022-0663.95.4.719","DOI":"10.1037\/0022-0663.95.4.719"},{"key":"e_1_3_2_29_1","volume-title":"Improving adolescent literacy: Effective classroom and intervention practices\u2014IES practice guide","author":"Kamil M. L.","year":"2008","unstructured":"Kamil M. L., Borman G. D., Dole J., Kral C. C., Salinger T., Torgesen J. (2008). Improving adolescent literacy: Effective classroom and intervention practices\u2014IES practice guide (NCEE 2008\u20134027). National Center for Education Evaluation and Regional Assistance."},{"key":"e_1_3_2_30_1","doi-asserted-by":"crossref","unstructured":"Kim J. S. Hemphill L. Troyer M. Thomson J. M. Jones S. M. LaRusso M. D. Donovan S. (2017). Engaging struggling adolescent readers to improve reading skills. Reading Research Quarterly 52(3) 357\u2013382. https:\/\/doi.org\/10.1002\/rrq.171","DOI":"10.1002\/rrq.171"},{"key":"e_1_3_2_31_1","doi-asserted-by":"crossref","unstructured":"Kim Y.-S. G. Quinn J. M. Petscher Y. (2021). What is text reading fluency and is it a predictor or an outcome of reading comprehension? A longitudinal investigation. Developmental Psychology 57(5) 718\u2013732. https:\/\/doi.org\/10.1037\/dev0001167","DOI":"10.1037\/dev0001167"},{"key":"e_1_3_2_32_1","doi-asserted-by":"crossref","unstructured":"Kuhn M. R. Stahl S. A. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology 95(1) 3\u201350. https:\/\/doi.org\/10.1037\/0022-0663.95.1.3","DOI":"10.1037\/0022-0663.95.1.3"},{"key":"e_1_3_2_33_1","doi-asserted-by":"crossref","unstructured":"Lee J. (2010). Tripartite growth trajectories of reading and math achievement: Tracking national academic progress at primary middle and high school levels. American Educational Research Journal 47(4) 800\u2013832. https:\/\/doi.org\/10.3102\/0002831210365009","DOI":"10.3102\/0002831210365009"},{"key":"e_1_3_2_34_1","doi-asserted-by":"crossref","unstructured":"Lee J. Yoon S. Y. (2017). The effects of repeated reading on reading fluency for students with reading disabilities: A meta-analysis. Journal of Learning Disabilities 50(2) 213\u2013224. https:\/\/doi.org\/10.1177\/0022219415605194","DOI":"10.1177\/0022219415605194"},{"key":"e_1_3_2_35_1","doi-asserted-by":"crossref","unstructured":"Lonigan C. J. Burgess S. R. Schatschneider C. (2018). Examining the simple view of reading with elementary school children: Still simple after all these years. Remedial and Special Education 39(5) 260\u2013273. https:\/\/doi.org\/10.1177\/0741932518764833","DOI":"10.1177\/0741932518764833"},{"key":"e_1_3_2_36_1","doi-asserted-by":"crossref","unstructured":"L\u00fcdecke D. Ben-Shachar M. S. Patil I. Waggoner P. Makowski D. (2021). Performance: An R package for assessment comparison and testing of statistical models. Journal of Open Source Software 6(60) Article 3139. https:\/\/doi.org\/10.21105\/joss.03139","DOI":"10.21105\/joss.03139"},{"key":"e_1_3_2_37_1","unstructured":"McNamara D. S. Graesser A. Cai Z. Dai J. (2013). Coh-Metrix common core T.E.R.A (version 1.0). https:\/\/soletlab.adaptiveliteracy.com:8443\/Coh-Metrix.aspx"},{"key":"e_1_3_2_38_1","doi-asserted-by":"crossref","unstructured":"McNeish D. Stapleton L. M. (2016). The effect of small sample size on two-level model estimates: A review and illustration. Educational Psychology Review 28(2) 295\u2013314. https:\/\/doi.org\/10.1007\/s10648-014-9287-x","DOI":"10.1007\/s10648-014-9287-x"},{"key":"e_1_3_2_39_1","doi-asserted-by":"crossref","unstructured":"Metsala J. L. David M. D. (2022). Improving English reading fluency and comprehension for children with reading fluency disabilities. Dyslexia: An International Journal of Research and Practice 28(1) 79\u201396. https:\/\/doi.org\/10.1002\/dys.1695","DOI":"10.1002\/dys.1695"},{"key":"e_1_3_2_40_1","doi-asserted-by":"crossref","unstructured":"Nation K. Cocksey J. Taylor J. S. Bishop D. V. (2010). A longitudinal investigation of early reading and language skills in children with poor reading comprehension. Journal of Child Psychology and Psychiatry 51(9) 1031\u20131039. https:\/\/doi.org\/10.1111\/j.1469-7610.2010.02254.x","DOI":"10.1111\/j.1469-7610.2010.02254.x"},{"key":"e_1_3_2_41_1","unstructured":"National Center for Education Statistics. (2024). Nation\u2019s report card: The National Assessment of Educational Progress NAEP. U.S. Department of Education Institute of Education Sciences. https:\/\/nces.ed.gov\/programs\/coe\/indicator\/cgg"},{"key":"e_1_3_2_42_1","volume-title":"Report of the National Reading Panel\u2014Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups","author":"National Reading Panel","year":"2000","unstructured":"National Reading Panel. (2000). Report of the National Reading Panel\u2014Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups (NIH publication no. 00-4769). U.S. Department of Health and Human Services, National Institute of Child Health and Human Development."},{"key":"e_1_3_2_43_1","unstructured":"Neuman S. B. Quintero E. Reist K. (2023). Reading reform across America: A survey of state legislation. Albert Shanker Institute. https:\/\/files.eric.ed.gov\/fulltext\/ED638677.pdf"},{"key":"e_1_3_2_44_1","unstructured":"No Child Left Behind (NCLB) Act of 2001 Pub. L. No. 107-110 \u00a7 101 Stat. 1425."},{"key":"e_1_3_2_45_1","doi-asserted-by":"crossref","unstructured":"Paige D. D. Rasinski T. V. Magpuri-Lavell T. (2012). Is fluent expressive reading important for high school readers? Journal of Adolescent & Adult Literacy 56(1) 67\u201376. https:\/\/doi.org\/10.1002\/JAAL.00103","DOI":"10.1002\/JAAL.00103"},{"key":"e_1_3_2_46_1","doi-asserted-by":"publisher","DOI":"10.4324\/9781410612762"},{"key":"e_1_3_2_47_1","unstructured":"Pearson. (2018). Efficacy research report: aimswebPlus. https:\/\/www.pearson.com\/content\/dam\/one-dot-com\/one-dot-com\/global\/Files\/efficacy-and-research\/reports\/efficacy-assessment-reports\/aimsweb-Plus-research-report.pdf"},{"key":"e_1_3_2_48_1","first-page":"109","volume-title":"Reading research: Advances in theory and practice","author":"Perfetti C. A.","year":"1988","unstructured":"Perfetti C. A. (1988). Verbal efficiency in reading ability. In Daneman M., Mackinnon G. E., Waller T. G. (Eds.), Reading research: Advances in theory and practice (Vol. 6, pp. 109\u2013143). Academic Press."},{"issue":"2","key":"e_1_3_2_49_1","first-page":"146","article-title":"Commentary: Speed does matter in reading","volume":"54","author":"Rasinski T. V.","year":"2000","unstructured":"Rasinski T. V. (2000). Commentary: Speed does matter in reading. The Reading Teacher, 54(2), 146\u2013151.","journal-title":"The Reading Teacher"},{"key":"e_1_3_2_50_1","unstructured":"R Core Team. (2023). R: The R project for statistical computing [Computer software] (Version 4.2.1)."},{"key":"e_1_3_2_51_1","doi-asserted-by":"crossref","unstructured":"Roberts G. J. Capin P. Roberts G. Miciak J. Quinn J. M. Vaughn S. (2018). Examining the effects of afterschool reading interventions for upper elementary struggling readers. Remedial and Special Education 39(3) 131\u2013143. https:\/\/doi.org\/10.1177\/0741932517750818","DOI":"10.1177\/0741932517750818"},{"key":"e_1_3_2_52_1","doi-asserted-by":"crossref","unstructured":"Schatschneider C. Fletcher J. M. Francis D. J. Carlson C. D. Foorman B. R. (2004). Kindergarten prediction of reading skills: A longitudinal comparative analysis. Journal of Educational Psychology 96(2) 265\u2013282. https:\/\/doi.org\/10.1037\/0022-0663.96.2.265","DOI":"10.1037\/0022-0663.96.2.265"},{"key":"e_1_3_2_53_1","doi-asserted-by":"crossref","unstructured":"Silberglitt B. Burns M. K. Madyun N. I. H. Lail K. E. (2006). Relationship of reading fluency assessment data with state accountability test scores: A longitudinal comparison of grade levels. Psychology in the Schools 43(5) 527\u2013535. https:\/\/doi.org\/10.1002\/pits.20175","DOI":"10.1002\/pits.20175"},{"key":"e_1_3_2_54_1","doi-asserted-by":"crossref","unstructured":"Steinle P. K. Stevens E. Vaughn S. (2022). Fluency interventions for struggling readers in grades 6 to 12: A research synthesis. Journal of Learning Disabilities 55(1) 3\u201321. https:\/\/doi.org\/10.1177\/0022219421991249","DOI":"10.1177\/0022219421991249"},{"key":"e_1_3_2_55_1","doi-asserted-by":"crossref","unstructured":"Stevens E. A. Walker M. A. Vaughn S. (2017). The Effects of 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\u2013590. https:\/\/doi.org\/10.1177\/0022219416638028","DOI":"10.1177\/0022219416638028"},{"issue":"1","key":"e_1_3_2_56_1","first-page":"1","article-title":"The effects of repeated reading on the fluency and comprehension skills of elementary-age students with learning disabilities (LD), 2001\u20132011: A review of research and practice","volume":"11","author":"Strickland W. D.","year":"2013","unstructured":"Strickland W. D., Boon R. T., Spencer V. G. (2013). The effects of repeated reading on the fluency and comprehension skills of elementary-age students with learning disabilities (LD), 2001\u20132011: A review of research and practice. Learning Disabilities: A Contemporary Journal, 11(1), 1\u201333.","journal-title":"Learning Disabilities: A Contemporary Journal"},{"key":"e_1_3_2_57_1","doi-asserted-by":"crossref","unstructured":"Swanson E. A. (2008). Observing reading instruction for students with learning disabilities: A synthesis. Learning Disability Quarterly 31(3) 115\u2013133. https:\/\/doi.org\/10.2307\/25474643","DOI":"10.2307\/25474643"},{"key":"e_1_3_2_58_1","doi-asserted-by":"crossref","unstructured":"Therrien W. J. (2004). Fluency and comprehension gains as a result of repeated reading: A meta-analysis. Remedial and Special Education 25(4) 252\u2013261. https:\/\/doi.org\/10.1177\/07419325040250040801","DOI":"10.1177\/07419325040250040801"},{"key":"e_1_3_2_59_1","doi-asserted-by":"crossref","unstructured":"Therrien W. J. Kirk J. F. Woods-Groves S. (2012). Comparison of a reading fluency intervention with and without passage repetition on reading achievement. Remedial and Special Education 33(5) 309\u2013319. https:\/\/doi.org\/10.1177\/0741932511410360","DOI":"10.1177\/0741932511410360"},{"key":"e_1_3_2_60_1","doi-asserted-by":"crossref","unstructured":"Therrien W. J. Wickstrom K. Jones K. (2006). Effect of a combined repeated reading and question generation intervention on reading achievement. Learning Disabilities Research & Practice 21(2) 89\u201397. https:\/\/doi.org\/10.1111\/j.1540-5826.2006.00209.x","DOI":"10.1111\/j.1540-5826.2006.00209.x"},{"key":"e_1_3_2_61_1","unstructured":"Tyler S. (n.d.). Data\u2022yze. https:\/\/datayze.com\/readability-analyzer"},{"key":"e_1_3_2_62_1","unstructured":"Vaughn S. Gersten R. Dimino J. Taylor M. M. Newman-Gonchar R. Krowka S. Kieffer M. J. McKeown M. Reed D. Sanchez M. St Martin K. Wexler J. Morgan S. Ya\u00f1ez A. Jayanthi M. (2022). Providing reading interventions for students in grades 4-9 (WWC 2022007). National Center for Education Evaluation and Regional Assistance Institute of Education Sciences U.S. Department of Education. https:\/\/whatworks.ed.gov"},{"key":"e_1_3_2_63_1","doi-asserted-by":"crossref","unstructured":"Vaughn S. Martinez L. R. Williams K. J. Miciak J. Fall A. M. Roberts G. (2019a). Efficacy of a high-school extensive reading intervention for English learners with reading difficulties. Journal of Educational Psychology 111(3) 373\u2013386. https:\/\/doi.org\/10.1037\/edu0000289","DOI":"10.1037\/edu0000289"},{"key":"e_1_3_2_64_1","doi-asserted-by":"crossref","unstructured":"Vaughn S. Roberts G. J. Miciak J. Taylor P. Fletcher J. M. (2019b). Efficacy of a word- and text-based intervention for students with significant reading difficulties. Journal of Learning Disabilities 52(1) 31\u201344. https:\/\/doi.org\/10.1177\/0022219418775113","DOI":"10.1177\/0022219418775113"},{"key":"e_1_3_2_65_1","doi-asserted-by":"crossref","unstructured":"Vaughn S. Sol\u00eds M. Miciak J. Taylor W. P. Fletcher J. M. (2016). Effects from a randomized control trial comparing researcher and school-implemented treatments with fourth graders with significant reading difficulties. Journal of Research on Educational Effectiveness 9(S1) 23\u201344. https:\/\/doi.org\/10.1080\/19345747.2015.1126386","DOI":"10.1080\/19345747.2015.1126386"},{"key":"e_1_3_2_66_1","doi-asserted-by":"crossref","unstructured":"Wexler J. Vaughn S. Roberts G. Denton C. A. (2010). The efficacy of repeated reading and wide reading practice for high school students with severe reading disabilities. Learning Disabilities Research and Practice 25(1) 2\u201310. https:\/\/doi.org\/10.1111\/j.1540-5826.2009.00296.x","DOI":"10.1111\/j.1540-5826.2009.00296.x"},{"key":"e_1_3_2_67_1","doi-asserted-by":"crossref","unstructured":"Young A. R. Bowers P. G. MacKinnon G. E. (1996). Effects of prosodic modeling and repeated reading on poor readers\u2019 fluency and comprehension. Applied Psycholinguistics 17(1) 59\u201384. https:\/\/doi.org\/10.1017\/S0142716400009462","DOI":"10.1017\/S0142716400009462"}],"container-title":["Journal of Learning Disabilities"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/00222194251404534","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/full-xml\/10.1177\/00222194251404534","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/00222194251404534","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,10,29]],"date-time":"2026-10-29T06:28:36Z","timestamp":1793255316000},"score":1,"resource":{"primary":{"URL":"https:\/\/journals.sagepub.com\/doi\/10.1177\/00222194251404534"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2026,1,8]]},"references-count":66,"journal-issue":{"issue":"6","published-print":{"date-parts":[[2026,11]]}},"alternative-id":["10.1177\/00222194251404534"],"URL":"https:\/\/doi.org\/10.1177\/00222194251404534","relation":{},"ISSN":["0022-2194","1538-4780"],"issn-type":[{"value":"0022-2194","type":"print"},{"value":"1538-4780","type":"electronic"}],"subject":[],"published":{"date-parts":[[2026,1,8]]}}}