An Analysis of Research Trends in Reading Fluency Interventions for Students with Reading Difficulties: Focusing on Studies from 2000 to 2024

This study aims to analyze Korean reading fluency interventions for students with reading difficulties, focusing on trends, strategies, and assessments. A total of 22 studies published between 2004 and 2024 were selected and assigned unique identifiers for analysis. The studies were examined across five domains: general information, intervention targets, intervention settings, intervention characteristics, and assessment methods. Most studies targeted elementary school students, and participant selection was based on both the Special Education Law and researcher-defined criteria. Intervention settings varied in terms of session frequency, duration, location, and the role of implementers. Commonly employed intervention strategies included story retelling, rapid automatized naming, and peer tutoring. Standardized assessment tools were predominantly used, while some studies utilized researcher-developed instruments. Reading fluency intervention research in Korea has shown consistent development and has proposed strategies with practical relevance. Through a comprehensive analysis of these studies, this research presents evidence-based intervention approaches applicable to both special and general education contexts.