A systemic review to evaluate research from 2014-2025 on oral reading fluency with kindergarten through third grade students.
Abstract
Oral reading fluency is key to proficient reading. Students who can read fluently are able to expend more of their energy on comprehending what they are reading. The purpose of this systematic review was to evaluate the research from 2014 to 2025 on oral reading fluency with kindergarten through third grade students. Twenty-eight studies were identified that included 11 different curricula and nine researcher-developed interventions. Results indicate that dosage and the interventionist do not have a bearing on the effect sizes, but grouping, instructional techniques, and fluency components do.
