School-Based Intervention Idea from


Reading Fluency: Repeated Reading  (Herman, 1985; Rashotte & Torgesen, 1985; Rasinski, 1990)

The student increases fluency in decoding by repeatedly reading the same passage while receiving help with reading errors.

A more accomplished reader (tutor) sits with the student in a quiet location with a book positioned between them. The tutor selects a passage in the book of about 100 to 200 words in length. The tutor directs the student to read the passage aloud. If the student misreads a word or hesitates for longer than 5 seconds, the tutor reads the word aloud and has the student repeat the word correctly before continuing through the passage. If the student asks for help with any word, the tutor reads the word aloud. If the student requests a word definition, the tutor gives the definition. When the student has completed the passage, the tutor directs the student to read the passage again. The tutor directs the student to continue rereading the same passage until either the student has read the passage a total of 4 times or the student reads the passage at the rate of at least 85 to 100 words per minute. Then tutor and student select a new passage and repeat the process.


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), 147-150.

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