Effect of Repeated Reading on Reading Fluency for Adults with Specific Learning Disabilities

The current study implemented an alternating-treatments design with Standard Celeration Charting. The applied experiment occurred via telecommunication and assessed the effectiveness of repeated reading (RR) on reading fluency for two adults with specific learning disabilities using high-level and low-level reading passages. Participants reread each passage until they met a predetermined fluency criterion. We measured participants reading fluency using correct words per 1 min (CWPM) and assessed for retention at 1 week, 2 weeks, and 1 month. Both participants reached their fluency aims and maintained their progress postintervention.

• RR can improve reading fluency for children and adults with reading deficits.

• RR practice sessions require minutes to implement, which offers great flexibility for scheduling.

• Telecommunication represents an effective modality for implementing RR procedures for adults with reading disabilities.

• Participants in the study retained their fluency gains post-intervention, supporting that time spent on RR may represent a good investment for clinicians.