Does repeated reading predict reading development over time? A study of children from Grade 3 to 4

The purpose of this study was to investigate whether immediate gains in reading fluency achieved during repeated reading of text can predict long‐term reading development over and above traditional predictors of reading development. Eighty‐one Grade 3 children read texts three times consecutively and were instructed either to read as quickly as possible (speed‐focused repeated reading), or to retell the text afterwards (meaning‐focused repeated reading). Measures of text reading fluency, sentence reading fluency, and text comprehension were administered to the children in Grades 3 and 4 to assess their reading development over time. The results indicate that children's immediate response to repeated reading can contribute to the prediction of their development of reading fluency over time. Even after controlling for individual differences in general cognitive ability, word reading fluency, rapid automatized naming, and vocabulary, the experimental measure with meaning‐focused repeated reading remained a significant predictor.