Text reading fluency is an important reading goal for all students. Students with a known reading disability often need systematic and evidence-based instructional supports to reach grade-level benchmarks in fluency. A recent focus on high-impact tutoring practices has given attention to the virtual or remote implementation of programs. This…

Many students struggle to read multisyllable words (Burns et al., 2017). These students may benefit from additional support to move from the full-alphabetic phase to the consolidated-alphabetic phase of reading acquisition to proficiently read multisyllable words (Bhattacharya & Ehri, 2004). There is limited research on advanced phonics…

The current study reports on a reading intervention method titled Read Like Me. The intervention utilizes a stacked approach of research-based methods, including reading aloud, assisted reading, and repeated reading. The student involved was a second-grade boy reading below grade level who was identified as dyslexic and diagnosed with attention…

Research has shown that fewer studies have focused on improving the reading abilities of middle school Black girls (Morris, 2007). As BGRDs progress through K-12 grades, they increasingly rely on basic and advanced reading skills (i.e., oral reading fluency [ORF] and comprehension) to learn. Providing BGRDs with engaging reading passages that are…

A randomized controlled trial was conducted to study the effectiveness of two readers' theater (RT) programs in promoting reading skills and motivation of dysfluent readers in Grades 3-4. One program (RT Goal) included a goal of preparing a performance for an audience (n = 50), while another program (RT Practice) did not include such a goal (n =…

Struggling readers are likely to face life-long challenges in achieving success in school and life as a result of their struggles with reading (Armbruster et al., 2001; Arnold, 2010; Hernandez, 2011). Third-grade students with reading disabilities are an exceptionally critical group who may experience enhanced risk during the year that the focus…

Teachers have used the method of repeated readings to build oral reading fluency in students with and without special needs. A new fluency building intervention called interval sprinting uses shorter timing intervals (i.e., sprints) across a passage. This study used an alternating treatment design to compare repeated readings and interval…

We report findings from multiple baseline design studies examining the effects of a program ("Data Mountain") to improve the oral reading fluency (ORF) performance of 12 third-grade students with significant reading difficulties. The Data Mountain program guided students through self-monitoring, goal setting, and motivation training…

Reading fluency is a skill, which is closely linked to reading comprehension. Learners' struggle with fluency in reading can be a significant hurdle to proficiency in their overall reading comprehension and competency. This paper, based on the thematic analysis approach, presents some theoretically pedagogical strategies discovered for developing…

For students with reading disabilities, reading fluency has proven difficult to remediate. The current study examined age-related effects on measures of word and text-reading outcomes, within the context of a phonologically based remedial reading program. The contribution of speeded-reading of sublexical sound-spelling patterns to fluency outcomes…

Video self-modeling (VSM) is a relatively new technique used to improve reading fluency. At this point, VSM has primarily been used to supplement evidence-based reading interventions such as repeated readings (RR). There is limited to no research evaluating the independent effects of VSM in comparison to interventions such as RR. The goal of the…

Seventy-five percent of third grade students who are at-risk will continue to struggle with reading through the years into adulthood, never to recover their potential reading development. Once less-skilled third grade readers reach ninth grade, one in six students are four times more likely to leave high school before receiving a diploma than…

This case study examined the effectiveness of three fluency interventions (i.e., repeated reading, audio listening passage preview and teacher modeled listening passage preview) with a fifth grade student struggling with fluency skills. When compared to baseline, each intervention increased oral reading fluency by the end of the 7 weeks of…

This study investigated the efficacy of the Fluency Development Lesson (FDL) in improving reading achievement in primary grade struggling readers. 30 readers, enrolled in a summer reading clinic, participated in daily 40-min mini-reading lessons across 5 weeks. During the fluency lessons, readers practiced and developed their literacy skills…

Despite almost a century of research, there is little consensus among researchers and educators about the role of oral reading accuracy in beginning reading progress of struggling readers. Should, for example, students be given easy books to read with high levels of accuracy to promote early reading development or does reading hard texts with…