Two years of multicomponent fluency intervention produced greater word-reading and fluency growth than one year or control, with no comprehension differences¶

Claim · All claims
Evidence · 1 study · review r1 · q3
Currency · newest study 2026 · checked against its sources 2026-10-17 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Students receiving two years of intervention showed more growth than both the one-year group and controls on WJ-III Letter/Word Identification and TOWRE Sight Word Efficiency, while the three groups did not differ on reading comprehension. → ev-5

Evidence¶

Taboada Barber 2026¶

Taboada Barber, A., Urbano Aguilar, S., Lopez Rodriguez, A., and Pan, Y. (2026, September). Performing Is Not Teaching: What the Evidence Says About Reading Fluency Practices for Emergent Bilinguals. Digital Promise. https://doi.org/10.51388/20.500.12265/316

q3 · i? · review · r1

Miciak et al. (2018) randomly assigned 484 fourth graders to one year (n=161), two years (n=162), or control (n=161) of small-group fluency intervention. The two-year group showed the greater word-reading growth quoted; "There were no statistically significant differences between the three groups on reading comprehension".

"students who received two years of intervention showed greater growth than both the one-year intervention group and the control group on the WJ-III Letter/Word Identification and TOWRE Sight Word Efficiency subtests"

Discussion¶

Learner Variables¶

• Reading and Language — outcome: instruction changes it
• Decoding — outcome: instruction changes it
• Reading Fluency — outcome: instruction changes it

Related Claims¶

• Fluency-building activities for struggling readers in grades 4–9 have strong evidence, based on 33 studies — the general claim this finding bears on, with the studies behind it
• Interventions combining repeated reading, modeled/assisted reading, and explicit feedback outperformed control groups in English reading fluency for emergent bilinguals — related
• SMART® tutoring produced a statistically significant positive effect on first-graders' word identification after two years of intervention — related
• Repeated reading shows no discernible effects on alphabetics for students with learning disabilities — related
• SMART® tutoring produced statistically significant positive effects on oral reading fluency on both first- and second-grade passages — related
• After one year of SMART® intervention, only the fluency outcome was statistically significant, while alphabetics and comprehension effects were not — related
• Four remedial reading interventions combined improved phonemic decoding, word reading accuracy and fluency, and reading comprehension for third-grade struggling readers one year after the interventions ended, though not on all measures — related
• During COVID, a third-grade volume-of-reading strategy showed greater reading growth than a control group without the strategy — related
• Adults who completed supplemental basic-skills tutoring showed significant pre-to-post gains across a battery of decoding, word recognition, fluency, and comprehension measures — related
• A 13-week multicomponent small-group reading intervention did not produce significantly better word reading, comprehension, or fluency outcomes than typical remedial instruction for middle school students with severe reading difficulties — related
• Repeated listening improves oral reading fluency in second-grade students, with Listening Only outgaining Reading While Listening and Reading Only — related
• Meaning-based and prosody-focused corrective feedback benefited comprehension and multiple reading outcomes, while decoding-focused feedback mainly enhanced fluency — related