This systematic review synthesizes fluency intervention research for struggling readers in Grades 6 through 12 from January 2006 to October 2019. The search yielded 17 studies examining reading fluency and comprehension outcomes. Most studies examined repeated reading (RR) interventions to improve reading fluency for struggling readers at these grade levels, resulting in improved fluency but few positive effects on reading comprehension outcomes, similar to trends observed in prior systematic reviews. Reading connected text with an equivalent word count to word counts of RR sessions did not result in increased reading fluency, a finding aligned with a prior synthesis. Few studies used a fluent reader as a model prior to RRs, despite previous support for modeling within fluency interventions.

这篇系统综述综合了 2006 年 1 月至 2019 年 10 月期间针对 6 至 12 年级阅读困难的流畅性干预研究。该搜索产生了 17 项研究，检验阅读流畅性和理解结果。大多数研究都检查了重复阅读（RR）干预措施，以提高这些年级水平的阅读困难者的阅读流畅度，从而提高了流畅度，但对阅读理解结果几乎没有积极影响，类似于之前系统评价中观察到的趋势。阅读字数与 RR 会话字数相当的关联文本并不会提高阅读流畅度，这一发现与之前的综合结果一致。尽管之前支持在流畅性干预中进行建模，但在 RR 之前，很少有研究使用流利阅读器作为模型。