Abstract
This review focused on fluency interventions or practices designed to help children in fourth grade through ninth grade learn to develop adolescent reading skills related to fluency. Eleven peer-reviewed studies published between 2014 and 2024 met inclusion criteria, representing 115 students, including those with disabilities, multilingual learners and students at risk. The majority of studies used single-case research designs and implemented Tier 3 interventions. Repeated reading emerged as the most common and effective strategy, often paired with phonics, vocabulary instruction, or progress monitoring practices such as graphing results. Findings suggest repeated reading combined with explicit instruction and motivational supports improved fluency, particularly for students with disabilities. Evidence for multilingual learners was limited, and most interventions occurred in Tier 3 settings, constraining generalizability. Future research should expand to Tier 1 and Tier 2 interventions, address student motivation, and evaluate technology-based interventions.
