Fluency Interventions for Struggling Readers in Grades 6 to 12: A Research Synthesis
Journal of Learning Disabilities
Steinle, P. K., Stevens, E., et al. (2022).
Journal of Learning Disabilities, 55(1), 3-21.
This systematic review investigates the effects of reading fluency interventions on reading fluency and/or reading comprehension in students, grades 6 through 12, who are struggling readers.
U.S. Department of Education
This systematic review expands and extends the following review:<br />
<ul>
<li><span style="color: #333333;">Wexler, J., Vaughn, S., et al. (2008). A Synthesis of Fluency Interventions for Secondary Struggling Readers. <em>Reading & Writing, 21</em>(4), 317-347.</span></li>
</ul>
January 2006 to October 2019
Experimental or quasi-experimental group designs with a comparison/control group or single-case designs. Excludes single-group and case-study designs.
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Repeated reading with or without modeling inconsistently improved reading fluency and reading comprehension outcomes in struggling readers in secondary grades. The authors conclude that this lack of consensus indicates that repeated reading may not be as effective for older students.
Reading fluency interventions demonstrated unclear effects on reading comprehension outcomes in struggling readers in secondary grades. The authors conclude that fluency interventions may not be as effective for older students.
