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Probably not in the same context as a teacher working elementary school students. However, when we embark upon our reading of Shakespeare, I usually start with small snippets and have students read these repeatedly to get a feel for the Shakespeare sounds coming from your mouth. We work our way to larger passages. It certainly helps boost confidence, and increases fluency. For the students who actively participate in the exercises, I am under the impression it assists their comprehension as we progress through the play.

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I use repeated reading with students who need to increase their automaticity. The first time they read, we focus on decoding the words and discussing unknown words. We will continue to read it in order for the students to focus less on decoding and to switch their attention to comprehending the text.

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Here's the poem mentioned in my post...

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I use repeated readings in a few different ways, but I'll share an example that my students really enjoy called Smoothies. Every Monday, I distribute a new poem to students. The poem ties in with something happening that week (a holiday, content unit, reading topic, etc.). Students read the poem repeatedly to different listeners to practice their fluency. The listener rates the reader's expression, pace, accuracy, and phrasing. Readers also rate themselves after the first and last reading to note how their fluency has improved. Then, at the end of the week, we discuss the meaning of the poem and make connections to what we studied that week. I've attached an example for your review: The poem "Peace is an Offering" rewritten from her picture book is the poem we use during the week that holds the International Day of Peace in September (the poem is in a separate post because I can't seem to add two attachments here) and the checklist that is used every week. Students  really enjoy the repeated readings and get excited to watch their fluency improve throughout the week. When we discuss the meaning of the poem, I notice that students have a lot to contribute: comments and questions they've generated throughout the week or heard from their listeners.

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In the past I was involved with the Read Naturally program. This program thrives on "cold" and "hot" reads with repeated readings in between in order to increase fluency. Student did repeated timed readings on their own until they felt confident enough to do their final one minute read with a teacher. I think that the program had some benefits and the students were doing some work with fluency, but I am not sure that they were transferring the skill to other readings and I never got to hear them read other material than the Reads Naturally material because I was only an intervention instructor.

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I use repeated reading as a fluency intervention. Any students who are not meeting benchmark standards participate in a fluency group. This group uses "6 Minute Solutions" where the students cold read a text on day 1 and ask for assistance on any words they are unfamiliar with. The next 3 days are spent rereading the passage again with goal of improving words correct per minute each time they read. I have found it to be beneficial as an intervention tool for those students struggling with fluency.

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I do not currently use repeated readings with my students, but I have used it in the past. It is a great way to have students who are struggling with fluency and comprehension to give them multiple experiences with the text. This has really helped my previous students become fluent and comfortable with the text, which then gives them the skills to work on comprehension

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I agree with the use of repeated readings. I have had a lot of success with using repeated readings with students diagnosed on the Autism Spectrum. In my experience it allows students the opportunities to increase comprehension and explore different strategies and formats of reading.

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I have to use repeated readings, but I teach Learning Support, so my students often need repetition with everything. I find the repeated readings helpful because the first time my students are getting familiar with the words, and the second time we can focus more on comprehension.

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I often use repeated readings with my students who need to work on fluency and expression. As they engage in repeated readings, they do tend to make progress in these areas. The books I use are not associated with any program. I try to find books that are meaningful to what we are learning.

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I have little experience with repeated readings. I don't use a reading program in my classroom. I do, however, encourage students to reread text to gain a better insight of what is going on or to dig deeper into the passage.

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I have little experience with repeated readings. I don't use a reading program in my classroom. I do, however, encourage students to reread text to gain a better insight of what is going on or to dig deeper into the passage.

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Stephanie Wood

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Since I teach 11th grade, I have very little experience with repeated readings. However, I believe it is a great strategy to help students learn to comprehend what they are reading. I believe, and I could be wrong, that repeated readings should be of interests to the student. If they are engaged in that reading, I feel that it will become more automatic next time they tackle text.

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From an Itinerant Learning Support lens, I use repeated readings of passages each week with my students. They are given a passage from Easy CBM on their instructional level on Monday. They read it daily sometimes with a partner so that they are decoding unknown words together and working on intonation and expression. On Friday the students are timed for one minute to record wcpm. The students love it and graph their results. They are amazed how much they can improve throughout the week. They much prefer this type of progress monitoring to that of  a cold read that is done with Dibels. When they compare their scores, they truly see the value in rereading a text. Fluency is definitely linked to comprehension. Students must be able to decode first.  We do use Read Naturally for monitoring purposes. :(

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I use the Reading Mastery Program with some of my students who have reading needs.  This is a direct instruction program in which students read a passage twice.  The first time we focus on reading accuracy and the second time we pause as we read to respond to comprehension questions.  I think the repeated readings are helping the students because they know the first time we focus on decoding skills and the second time we focus on making meaning.

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The only repeated reading I have had experience with using is the Read Naturally program. I used this as a LTS about 2 years ago, but in my recent substitute positions this seems to be implemented less and less for fluency monitoring.

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I like when Repeated Readings are done in the context of something that makes sense to reread - like poetry or Reader's Theater. I'm not a huge fan of repeated reading programs like Read Naturally or Quick Reads, although I do think that if they are used for a short-term intervention, that's probably ok. I'm just not sure it's worth the money investment when a Repeated Reading could be done with any text.