Reading fluency is a fundamental component of reading proficiency, and yet, it is a common area of need for students demonstrating reading difficulties. In response, reading fluency interventions have been researched and implemented relatively extensively, but how much intervention is needed to affect reading fluency growth is not clear. The purpose of this study was to meta-analyze and synthesize the research base regarding targeted reading fluency interventions for kindergarten through 12th grade students and to examine how intervention dosage is conceptualized and measured in these interventions. Thirty-three articles met the study inclusion criteria, and overall effects of reading fluency interventions were moderate (effect size = 0.46, 95% CI [0.23, 0.68], p < .001), with study design (group design ES = 0.41, single case design ES = 0.75) and study rigor moderating study effects (group design met standards ES = 0.57, group design did not meet standards ES = 0.34, single case design met standards ES = 0.79, single case design did not meet standards ES = 0.57). Most studies conceptualized and reported intervention dosage as the amount of time spent in intervention with intervention duration impacting total intervention growth. Implications for practice and research are discussed, particularly the need for additional research examining proximal measurement of intervention dosage in an effort to best understand how opportunities to practice impact reading fluency growth.

阅读流畅度是阅读能力的基本组成部分，然而，它是学生表现出阅读困难的一个常见领域。对此，阅读流畅性干预已经得到了比较广泛的研究和实施，但需要多少干预才能影响阅读流畅性的增长尚不清楚。本研究的目的是荟萃分析和综合有关针对幼儿园至 12 年级学生阅读流畅性干预的研究基础，并检查干预剂量在这些干预中是如何概念化和测量的。33 篇文章符合研究纳入标准，阅读流畅性干预的总体效果中等（效果大小 = 0.46, 95% CI [0.23, 0.68], p < .001），研究设计（组设计 ES = 0.41，单例设计 ES = 0.75）和研究严谨性调节研究效果（组设计符合标准 ES = 0.57，组设计不符合标准 ES = 0.34，单例设计符合标准 ES = 0.79，单箱设计不符合标准 ES = 0.57）。大多数研究将干预剂量概念化并报告为干预所花费的时间量，干预持续时间影响总干预增长。讨论了对实践和研究的影响，特别是需要进行额外的研究来检查干预剂量的近端测量，以便最好地了解练习机会如何影响阅读流畅度的增长。