Proper

Abstract

The purpose of this study are (a) to review the effectiveness of the repeated reading (RR) intervention packages designed to improve reading fluency and comprehensio and (b) introduce the effective reading intervention package to special teachers and scholars in South Korea; and (c) to provide suggestions for future research. For this review, eleven empirical studies from 2001 to 2017 were identified and analyzed. The repeated reading intervention packages were categorized into four areas: (a) RR with both error correction and performance feedback; (b) RR with error correction; (c) RR with performance feedback; and (d) RR with other interventions excluding error correction and performance feedback. RR itself is an effective intervention for improving both fluency and comprehension. However, this review indicates that repeated reading intervention packages can be used more effectively than RR alone to increase reading fluency and comprehension for students with disabilities. Therefore, it will be meaningful approach for special teachers in South Korea to use these repeated reading intervention packages for improving reading ability of students with disabilities in Korean school.