Scholars have amassed evidence that repeated reading of a text facilitates literacy for both regular and disabled readers. Findings are summarized from five different lines of research that support the effectiveness of repeated reading: (a) reading fluency and comprehension; (b) text‐processing strategies of good and poor readers; (c) repetitive listening, often called read‐alouds; (d) study skills; and (e) rereading during the writing process. It is argued that because of the strong evidence of the effectiveness of repeated reading, this procedure should not be an adjunct to classroom instruction—its many variations should be woven into the very fabric of daily literacy instruction. Specific suggestions for teacher implementation are given, particularly, although not exclusively, applications geared to children with reading problems.
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