Effective Reading Fluency Strategies for Adolescents: Insights from a Systematic Review
Location
Boston 1
Session Format
Presentation
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.
Keywords
adolescent fluency, disabilities, reading
Professional Bio
Dr. Caitlin Criss, PhD, is an Assistant Professor of Elementary and Special Education at Georgia Southern University. She uses her passion for positive-based interventions to improve classroom culture for students and teachers. She studies the use of feedback and coaching to increase the use of evidence-based practices in the classroom. In addition to her work with the Kentucky Reading Research Center, her current research projects include increasing teachers’ use of positive-based classroom management practices through performance feedback, goal-setting, and self-monitoring using virtual reality technology.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Ashley, Katilyn M. and Criss, Caitlin, "Effective Reading Fluency Strategies for Adolescents: Insights from a Systematic Review" (2026). Georgia Educational Research Association Conference. 63.
https://digitalcommons.georgiasouthern.edu/gera/2026/2026/63
Effective Reading Fluency Strategies for Adolescents: Insights from a Systematic Review
Boston 1
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.
