Organization: WWC Report-Policy Research under contract ED-IES-13-C-0010.
Repeated reading was found to have potentially positive effects on reading comprehension and no discernible effects on alphabetics, reading fluency, and general reading achievement for students with learning disabilities. The What Works Clearinghouse (WWC) identified two group design studies of repeated reading within the scope of the Students with Learning Disabilities topic area that meet WWC group design standards. Both studies meet WWC group design standards without reservations. Together, these studies included 78 students with learning disabilities from grades 5–12 in two different locations.