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A Synthesis of Research on Effective Interventions for Building Reading Fluency with Elementary Students with Learning Disabilities
David J. Chard
University of Oregon, dchard{at}oregon.uoregon.edu
Sharon Vaughn
Texas Center for Reading and Language Arts in the College of Education at The University of Texas at Austin
Brenda-Jean Tyler
Department of Special Education at The University of Texas at Austin
Fluent reading, often defined as speed and accuracy, is an important skill for all readers to develop. Students with learning disabilities (LD) often struggle to read fluently, leading to difficulties in reading comprehension. Despite recent attention to reading fluency and ways to improve fluency, it is not clear which features of interventions that are designed to enhance fluency are beneficial for the most struggling readers. The purpose of this study is to synthesize research on interventions that are designed primarily to build reading fluency for students with LD. The search yielded 24 published and unpublished studies that reported findings on intervention features, including repeated reading with and without a model, sustained reading, number of repetitions, text difficulty, and specific improvement criteria. Our findings suggest that effective interventions for building fluency include an explicit model of fluent reading, multiple opportunities to repeatedly read familiar text independently and with corrective feedback, and established performance criteria for increasing text difficulty.
Journal of Learning Disabilities, Vol. 35, No. 5,
386-406 (2002)
DOI: 10.1177/00222194020350050101
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