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A synthesis of fluency interventions for secondary struggling readers

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Abstract

Previous research studies examining the effects of fluency interventions on the fluency and comprehension outcomes for secondary struggling readers are synthesized. An extensive search of the professional literature between 1980 and 2005 yielded a total of 19 intervention studies that provided fluency interventions to secondary struggling readers and measured comprehension and/or fluency outcomes. Findings revealed fluency outcomes were consistently improved following interventions that included listening passage previewing such as listening to an audiotape or adult model of good reading before attempting to read a passage. In addition, there is preliminary evidence that there may be no differential effects between repeated reading interventions and the same amount of non-repetitive reading with older struggling readers for increasing reading speed, word recognition, and comprehension.

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Authors and Affiliations

  1. Special Education, The University of Texas at Austin, College of Education SZB 228, 1 University Station D4900, Austin, TX, 78712, USA

    Jade Wexler, Sharon Vaughn & Colleen Klein Reutebuch

  2. Educational Psychology, The University of Texas at Austin, College of Education SZB 228, 1 University Station D4900, Austin, TX, 78712, USA

    Meaghan Edmonds

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  1. Jade Wexler
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  2. Sharon Vaughn
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  4. Colleen Klein Reutebuch
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Correspondence to Jade Wexler.

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Wexler, J., Vaughn, S., Edmonds, M. et al. A synthesis of fluency interventions for secondary struggling readers. Read Writ 21, 317–347 (2008). https://doi.org/10.1007/s11145-007-9085-7

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