A Scoping Review of Research on the Use of Digital Technologies for Teaching Reading Fluency

Abstract

Background: Reading fluency is a crucial component of reading. Research indicates that the use of digital technologies can help students with reading difficulties and disabilities improve their reading fluency. Objectives: The objective of this scoping review was to identify and describe research focusing on the use of digital technologies for teaching reading fluency to primary or elementary students in English-speaking settings. Design: Online databases were used to identify papers published between 2013 and 2023. Eighty-six papers that met the inclusion criteria were selected for analysis. Results: The review indicates that research has primarily focused on the use of digital technologies as interventions to support students at risk of reading difficulties and students with disabilities, with relatively little research emphasis on general classroom teaching of reading fluency. Moreover, uses of digital technologies for the teaching of reading fluency could mostly be categorised as “enhancements” of common non-digital strategies for teaching reading fluency, such as explicit teaching, drill and practice, and repeated readings. Much of the research has focused on the use of programs as opposed to the innovative use of open-ended digital tools. Conclusions: This paper raises questions about the relatively narrow uses of digital technologies in the teaching and research of reading fluency and calls for an expanded research agenda to include a broader range of pedagogical goals and approaches.

Keywords

• reading fluency
• digital technologies
• reading fluency pedagogy
• automaticity
• primary school
• elementary school