Enhancing Reading Fluency Literature Analysis

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 Enhancing Reading Fluency Literature Analysis

The importance of carrying out reading interventions to enhance academic achievement

and overall literacy cannot be overstated, especially for children with difficulties in reading

(Farra et al., 2022). Focused on some specific yet critical skill areas, these interventions lay the

foundation for good reading. They might target phonological awareness, for instance, or

decoding, which is also a kind of word-level processing that, when done well, makes vocabulary

knowledge and reading comprehension possible (Wu et al., 2023). They also might emphasize

skills that allow students to grasp ideas from the texts, as well as elicit the imagination, so that

students can find ways to engage with not just this text but also the next text independently

(Farra et al., 2022). Poor reading skills may lead to poor academic performance, low motivation,

and limited chances of success in the future (Cadime et al., 2024; Farra et al., 2022). ). Due to the

large number of reading difficulties, it is necessary to use a set of interventions based on the best

practices to address each learner’s needs and improve their reading skills. As educators and

researchers work to enhance their understanding of how children learn to read and what works

best in teaching children, individualized instruction remains a key factor in helping children

become good readers.

The Significance of Fluency in Reading

One of the most important subskills of reading is reading fluency, which is considered a

bridge between word recognition and reading comprehension. Reading fluency is the ability to

read the text at an adequate rate with appropriate expression and understanding of the text so that

the reader can process the written information (Farra et al., 2022). There is a difference between
fluent readers and less skilled readers in that fluent readers can read words effortlessly, and thus,

their cognitive effort is directed toward comprehending the text. This automaticity is established

by the ability to decode accurately, having a good word recognition vocabulary, and practicing

reading connected text(Padeliadu et al., 2021). Reading fluency problems have a negative impact

as students’ cognitive resources that can be used to process the content are spent on deciphering

(Cadime et al., 2024). This means that poor reading comprehension can be a result of low

reading speed and poor comprehension can lead to frustration, low motivation, poor grades, and

other related undesirable effects (Farra et al., 2022). Therefore, interventions that are meant to

enhance fluency in reading should be put in place to ensure that students who experience

difficulties in reading catch up in terms of reading skills and become motivated in reading in

order to be successful readers. These not only increase the reading rate and reading speed but

also increase prosody, which is crucial for comprehension (Kim et al., 2021).

Repeated Reading Interventions

Repeated reading is one of the most popular and effective practices that aim at the

development of reading fluency for students who have difficulties with reading (Padeliadu et

al.,2021). RR is a technique where the students read through a passage a number of times with

the aim of raising the speed, accuracy, and fluency of reading. This approach is based on the

theory of automaticity, where the process for word identification is automatic since the exposure

to the same text is guaranteed. Padeliadu et al. (2021) examined the effects of the Repeated

Reading intervention program for second-grade students at risk in a transparent orthography. The

intervention program was conducted for two months and involved 16 individual sessions with

the use of specially selected text and instructional procedures like model reading, assisted

repeated reading, self-monitoring, and reinforcement. They found that successful techniques
when combined with repeated reading, produce results when combining goal-setting with self-

monitoring and reinforcement practices. Therrien (2004), as cited in Elwood & Jetton (2023),

reviewed studies that examined repeated readings with school-aged participants and reported that

students achieved increased fluency and comprehension scores after the researcher instructed

them to focus on both fluency and comprehension during training sessions.

Small Group Reading Interventions

Small group reading initiatives serve as an efficient solution to provide specific

educational assistance and teaching attention for students who need it(Wu et al., 2023). Small

group reading interventions deliver specific help along with customized feedback because they

train educational instructions to individual small groups of students at once. Wu, Stratton, and

Gadke (2023) investigated the efficacy of a small-group (SG) reading intervention, which

included the usage of individualized error correction for enhancing the reading fluency of middle

school students who had reading disability. The results showed improvements in reading efficacy

in terms of WRCPM and EPM for all three individuals.

Individualized Error Correction

Identification of specific trends of errors is important for the goal of informing efficiency

for reading intervention and giving the students the most relevant assistance to surmounting their

challenges (Wu et al., 2020). These are mechanisms for an appropriate diagnosis of issues in

reading a particular student either has with respect to skills or performance before interventions

on those. For example, suppose a student makes errors because of the skills, for instance,

phonological awareness or decoding. In that case, one can use strategies like segmenting and

blending letters, letters, and syllables to build the skills(Wu et al., 2020). Alternatively, the errors
could be attributed to performance factors, including inattention, anxiety levels, or motivation to

perform well in reading tasks where phrase drills, contingent reinforcers, or setting achievable

goals could come in handy(Wu et al., 2020). Individualized interventions for each learner will

contribute to the improvement of reading skills, comprehension, and literacy in general. Wu et

al., (2020) demonstrated that this approach can be used in one-on-one reading remediation and

how the authors explained the procedure on how error corrections can be done to learners in

groups.

Taking Education Outside of the Classroom

Aside from school intervention, home-based intervention like parental tutoring must also

be taken into consideration in the improvement of the reading capacity of students with

disabilities, particularly in locations where schools cannot provide sufficient resources for these

children. Home-based reading assistance can connect the classroom via the involvement of

parents in reading interventions. Farra et al. (2022) examined the effect of the Great Leaps

Reading program when parents of disabled children from rural areas used it. The result showed

that the reading rate of all the participants increased due to the intervention; this showed that

family members could be utilized to support academic interventions at home. Therefore, parents

of various educational backgrounds and levels were capable of showing the application of

intervention procedures, which addresses the feasibility and effectiveness of parental tutoring in

reading fluency improvement. Moreover, parental involvement can assist in the creation of

improved home-school relationships, enable parents to comprehend the educational process and

become confident in assisting the child with homework. The good attitude of both the parents

and the students toward the program also works to reinforce the idea that parental tutoring is a
worthwhile supplement to the methods that can be employed in the enhancement of reading

ability.

Expanding Access to Effective Support

Online reading interventions are an effective and more popular solution than traditional

face-to-face interventions, especially due to the advancement in technology. These strategies

utilize technology in the delivery of reading instruction, immediate feedback, and assessment of

the student’s progress through technology, which is flexible, convenient, and can reach more

students effectively. In a study by Elwood and Jetton (2023), the effects of the online repeated

reading intervention (RAAC) on upper elementary students’ fluency were considered. The study

established that the online intervention increased students’ reading rate in terms of correct words

per minute. The authors found that focused fluency teaching, especially repeated reading with

varied characteristics, increases oral reading fluency and comprehension in primary kids with

reading challenges. This shows that online services can deliver reading interventions as well as

face-to-face services when students may require added assistance.

In conclusion

The analysis concludes that children with reading difficulties specifically require targeted

reading interventions to improve their fluency. The research presents efficacy data about using

parental guidance together with small, tailored group corrections, high-frequency reading, and

online educational tools to enhance reading outcomes. Teaching staff, along with parents, can

help students develop needed reading abilities through specific support that addresses individual

learning requirements.
 References

Cadime, I., Freitas, T., Martín-Aragoneses, M. T., & Ribeiro, I. (2024). Does reading fluency

mediate the relationship between cognitive-linguistic skills and reading comprehension?

A study in European Portuguese. Cognitive Development, 71, 101490.

Elwood, J., & Jetton, A. (2023). Effects of a repeated reading intervention delivered online to

upper elementary students. Journal of Special Education Technology, 39(2).

https://doi.org/10.1177/01626434231184879

Farra, S. M., Whitney, T., Cooper, J. T., Lingo, A. S., & Maqenzi Hovious-Furgason, M.Ed.,

BCBA, LBA. (2022). Using Parental Tutoring to Improve the Oral Reading Fluency of

Students with Disabilities in Rural Settings. CSUSB ScholarWorks.

https://doi.org/10.58729/2167-3454.1147

Kim, Y. S. G., Quinn, J. M., & Petscher, Y. (2021). What is text reading fluency, and is it a

predictor or an outcome of reading comprehension? A longitudinal

investigation. Developmental psychology, 57(5), 718.

Padeliadu, S., Giazitzidou, S., & Stamovlasis, D. (2021). Developing Reading Fluency of

Students with Reading Difficulties through a Repeated Reading Intervention Program in a

Transparent Orthography. Learning Disabilities: A Contemporary Journal, 19(1), 49–67.

https://eric.ed.gov/?id=EJ1295344

Wu, S., Stratton, K. K., & Gadke, D. L. (2023). A Group Reading Intervention With

Individualized Error Correction for Middle School Students With Reading Difficulties.

The Journal of Special Education Apprenticeship, 12(3). https://doi.org/10.58729/2167-

3454.1181