THREE VERSUS SIX REREADINGS OF PRACTICE PASSAGES

Although the literature clearly demonstrates that repeated readings result in immediate effects on students' performance on the intervention materials as well as long‐term benefits, data are less promising regarding its immediate generalization effects to similar materials. Using an alternating treatments design, the current study evaluated the effects of a multicomponent repeated reading intervention on generalization passages after students had read a passage three versus six times. Results indicated improvements in fluency as a result of both interventions, with slightly greater maintenance effects when students were given six opportunities to read passages.