Repeated reading (RR) is often recommended for promoting reading fluency, but it is unclear whether continuous texts or word lists should be used. This study tested whether the effects of RR depend on the reading material and whether these effects interact with students' prior abilities. N = 304 primary school students were randomly assigned to…

Two groups were formed in a randomized, controlled trial: an Experimental group (n = 346), which benefited from specific interventions by trained teachers for a period of two years, and a Control group (n = 1354) with business as usual. For Experimental group in Kindergarten, the interventions were conducted in small groups and focused on…

Previous studies have demonstrated the effectiveness of the Repeated Readings intervention at improving reading fluency and reading comprehension. However, research on the effectiveness of fluency interventions focuses on young children, with limited research on the effects on college-age populations. The primary purpose of the current study was…

Studies have shown that dialogic instruction can promote reading comprehension, but its contribution to lower-level skills like reading fluency is not as well understood. The paper reports on a dialogically oriented small group intervention for struggling second-grade Hebrew readers, targeting both comprehension and fluency. Rather than top-down…

The purpose of this study was to examine how the implementation of the Wilson's Language Training program, Fundations, influences the reading growth of first-grade graders. Reading proficiency at the school in this study was quite low at six percent. During the intervention, emphasis was placed on phonemic awareness. The Wilson's Fundations…

Up until third grade, reading instruction is focused on learning to read, while in fourth grade and up, students begin reading to learn (Annie E. Casey Foundation, 2024; Grunke et al., 2013). This reading with purpose includes increasing critical thinking skills and using newfound reading skills to understand complex subjects such as math and…

This systematic review synthesizes fluency intervention research for struggling readers in Grades 6 through 12 from January 2006 to October 2019. The search yielded 17 studies examining reading fluency and comprehension outcomes. Most studies examined repeated reading (RR) interventions to improve reading fluency for struggling readers at these…

Background: By Grade 4, learners should be able to read fluently and comprehend reading materials at their grade level. However, many learners in Africa, particularly in the Namibian context, seem to go through the primary phase with poor reading skills. Aim: This article examines the overall reading growth of Grade 5 learners, and then…

Reading Recovery (RR) is a constructivist reading intervention used to provide tier 3 instruction to struggling readers in the first grade. The program has been previously evaluated and found effective by Evidence for ESSA (John Hopkins University), What Works Clearing House (intervention report institute for education sciences 2013), and in a…

Research supports the efficacy of intensive literacy instruction for children with moderate intellectual disabilities and Down syndrome (DS). However, much of the literature features measures closely aligned with evaluated interventions. Despite their increasing role in instruction, curriculum-based measures (CBM) are rarely featured in reading…

Relatively little is known regarding post-intervention reading fluency outcomes for English learners (ELs) in comparison with non-EL peers, yet educators must be prepared to sustain growth for all students transitioning to less-intensive tiers of support. The purpose of this study was to investigate whether EL status moderated post-intervention…

This matched-sample study investigates the use of a wide range of texts of varying--and often challenging--complexity to promote fluency for students experiencing below grade level achievement. We designed a repeated-reading protocol called 'Read Like Us', and performed a pilot implementation in small groups with third- and fourth-grade students…

Oral reading fluency probes are essential for reading assessment, intervention, and progress monitoring. Due to the limited options for choosing oral reading fluency probes, it is important to utilize all available resources such as generative artificial intelligence (AI) like ChatGPT to create oral reading fluency probes. The purpose of this…

This study measured the effectiveness of Readable English, a reading fluency and comprehension program, on underperforming sixth, seventh, and eighth grade rural, American English-speaking students over the course of one school year. Students were randomly assigned to either the intervention condition (n = 167) or the typical practice condition (n…

The purpose of this study was to examine the effects of 42 hr of reading instruction during summer on (a) reading performance of rising second and third graders (n = 39), who were from low-income families and who read below grade level, and (b) the fall reading outcomes between this group and their nonparticipating peers. The intervention was…