Effects of an Explicit Decoding Plus Frequency Building Intervention on Word Reading Fluency for Students With Disabilities in an Urban Elementary Setting.

This article focuses on a study examining the effects of a combined explicit decoding plus frequency building intervention on consonant–vowel–consonant (CVC) word reading fluency for three upper elementary students with reading disabilities in an urban U.S. elementary school. Delivered one-to-one in short daily sessions of 5 to 8 minutes over 8 to 9 days per word list, the intervention demonstrated significant improvements in words correct per minute and reductions in words incorrect per minute across individual word lists, curriculum-based assessments, and curriculum-based measurements. The study highlights the feasibility of implementing this evidence-based, low-cost intervention within a multi-tiered systems of support (MTSS) framework using trained preservice teachers and interventionists, suggesting potential for scalable application in resource-limited urban school settings. Limitations include the small sample size and short timeframe, with recommendations for future research to explore dosage, generalization, and long-term effects.