The impact of repeated reading on deaf and hard of hearing students: Current evidence-based practices

Research shows that d/Deaf and hard of hearing (d/DHH) students often face challenges in reaching grade-level literacy skills. Past systematic reviews involving d/DHH students highlight the need for high-quality experimental research in areas like reading comprehension and fluency. Studies have shown that repeated reading instruction positively impacts literacy for non-disabled students, second language learners, and hearing students with disabilities. In this systematic review, the author explored evidence on the effects of repeated reading instruction for d/DHH students. Ten studies across nine articles met the specified inclusion criteria, including nine intervention studies and one qualitative case study. Analysis of these studies suggests that repeated reading is a promising approach for enhancing literacy skills in d/DHH students. However, as noted in previous reviews, more rigorous experimental studies are necessary. Future research could investigate the long-term effects of repeated reading instruction.