In a recent report in the Journal of Learning Disabilities, Lee and Yoon reported that repeated reading had significant beneficial effects on the reading fluency of students with a reading disability. Listening to the passage first increased the benefit. Excerpt: “Reading the passage at least four times increased reading fluency more than two to three times…repetition is a critical variable, and automaticity was based on retrieval (memory) rather than adjustment of reading procedures (e.g. word decoding strategies… The listening passage preview with the proper prosody that was modeled by the teachers may have enhanced understanding of text and reduced the moderator of negative emotion (e.g. confusion, anxiety, frustration) presumed or students with RD (e.g. “with listening passage preview there is less anxiety.” N.B. Fluency practice […]