A Meta-Analysis of Non-Repetitive Reading Fluency Interventions for Students With Reading Difficulties. (April 2021)

• Record Type: Journal Article
• Authors: Zimmermann, Leah M.; Reed, Deborah K.; Aloe, Ariel M.
• Is Part Of: Remedial and special education. Volume 42:Number 2(2021)
• Page Start: 78
• Page End: 93
• Publication Date: 2021-04
• Subjects: fluency -- comprehension -- wide reading -- independent reading -- meta-analysis; Special education -- Periodicals; Learning disabilities -- Periodicals; 371.905
• DOI: 10.1177/0741932519855058
• Languages: English
• ISSNs: 0741-9325

Abstract

This meta-analytic review investigated non-repetitive reading fluency interventions for K-12 students with reading difficulties. Eight studies met inclusion criteria. The approaches were distinguished by their intervention structures; student groupings; and text difficulty, length, and genre. The overall multivariate weighted average standardized mean difference with robust variance yielded an improvement of less than 0.2 SD ( d = 0.176) for non-repetitive reading fluency interventions, but results were positive and statistically significant. The moderator analysis revealed that the effect on comprehension outcomes ( d = 0.239) was slightly larger than fluency outcomes ( d = 0.105), but differences between the magnitude of the two outcomes were not statistically significant. Moreover, there was no indication of concern for publication bias. Studies comparing repeated reading and non-repetitive reading fluency interventions produced reading outcomes similar in magnitude, with no significant differences. Results indicated that non-repetitive reading fluency instruction may be a feasible approach for students with reading difficulties.