Bridging the Summer Learning Gap: A Structured Reading Fluency Intervention for Elementary Students with Learning Disabilities in a Transparent Orthography

Abstract

Reading fluency is essential for literacy development and academic success. However, students with learning disabilities often experience significant summer reading loss that intensifies existing difficulties. This study used a multiple probe single-subject design to evaluate the effectiveness of a structured reading fluency intervention aimed at reducing summer learning regression in three elementary students with learning disabilities. Implemented over eight weeks, the intervention incorporated evidence-based practices including repeated reading, prosodic reading, and self-monitoring. Participants received individualized instruction three times per week, and fluency was assessed using correct words per minute (CWPM). Results showed marked improvements across all participants, with an average increase of 67% in CWPM during the intervention phase. These gains were maintained at follow-up, and Tau-U analysis. Findings suggest structured summer interventions can effectively prevent regression and support sustained literacy development.