Reading fluency is a crucial skill to learn to be successful in school and in life. Research indicates that the most effective and widely used group interventions to increase children's reading fluency such as repeated reading have been used with minimal to no modifications since their development. Although there are many reading fluency…

Repeated reading is an intervention with strong evidence for improving students' oral reading fluency. However, little research has examined the use of this intervention outside of traditional school contexts. School closures due to COVID-19 forced schools and teacher preparation programs to create new approaches to evidence-based reading…

This study explores the perceived effectiveness of an open educational reading programme for primary school pupils with specific learning difficulties (SpLD) such as dyslexia. The programme, implemented by experienced teaching assistants (TAs), encompassed multiple aspects of reading, including phonics, sight word reading, reading fluency,…

This meta-analytic review investigated non-repetitive reading fluency interventions for K-12 students with reading difficulties. Eight studies met inclusion criteria. The approaches were distinguished by their intervention structures; student groupings; and text difficulty, length, and genre. The overall multivariate weighted average standardized…

This study examined incremental change for several reading component skills while adolescents were actively learning a word-level intervention and measured pre-/postintervention change in skills. Six ninth graders in two different classes participated during the 2019-2020 academic year. Primary analysis was based on an A-B single-case design…

The prevalence rate of learners with autism spectrum disorder (ASD) has risen concurrently with their inclusion into public schools in Saudi Arabia. Being in schools, they face academic challenges, particularly in reading. This increased rate evokes the importance of implementing valuable strategies to keep up the academic skills of those…

In this study, it was aimed to remediate the reading difficulties of a fifth-grade student having no physical or mental problem but experiencing reading difficulties and to develop his skills of reading fluency. For this purpose, the repeated reading, paired reading, and word repetition techniques were used in the research process. In addition,…

Children with autism spectrum disorders (ASD) are at greater risk for reading difficulties, and for many children, the promotion of reading fluency is an appropriate intervention goal. However, few studies have specifically examined the use of repeated reading (RR) with young children with ASD. The present study used a RR intervention in…

The purpose of this study was to examine the impact of supplemental word recognition strategies on students receiving intensive (Tier III) remedial reading instruction. Two-hundred and thirteen middle school students with reading difficulties received an intensive reading intervention (i.e., Corrective Reading Decoding strand) delivered by trained…

Over the past decade, parent advocacy groups led a grassroots movement resulting in most states adopting dyslexia-specific legislation, with many states mandating the use of the Orton-Gillingham approach to reading instruction. Orton-Gillingham is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive approach to…

This paper looks at the effects of an intervention, based on fluency oriented reading instruction (FORI), on the motivation for reading among struggling readers in First Class in Irish primary schools. The intervention took place in learning support settings in three primary schools located in urban educationally disadvantaged communities in North…

Oral reading fluency (ORF) deficits are a hallmark of reading difficulties. The impact of fluency struggles extends beyond word-level difficulties to include deficits in reading comprehension. Sixteen empirical studies conducted in 2000-2019 that examined ORF interventions among elementary students identified as having reading difficulties were…

We attempted to strengthen an evidence-based, peer-mediated, first-grade reading program (First Grade Peer-Assisted Learning Strategies [PALS]) by modestly revising its content and adding a repeated-reading (RR) component. In a cluster-randomized trial, we conducted a component analysis of the revised program by creating two versions of it.…

Readers theatre technique is an interactive learning experience which promotes fluency and comprehension amongst learners. In the same vein, effective reading skills equip learners with requisite competence for a successful academic life. The study explored the effect of Readers theatre technique on learner achievement in reading skills. Lev…

This study examined the application of evidence-based tutoring for oral reading fluency (ORF) to a natural setting, using teachers as parent trainers. Three teachers were trained in a 3-h workshop to develop individualized tutoring programs with parents. Following training, the teachers trained four parents to use individualized tutoring programs.…