Fluency in reading: review of intervention studies carried out with students in the 3rd, 4th and 5th year of Elementary School

The present study aimed to: 1. Present interventional studies related to reading fluency, carried out with students in the 3rd, 4th and 5th years of Elementary School; 2. Describe the number of participants, the intervention procedures, the number of sessions and the results found; 3. Analyze the effects of fluency interventions (speed, accuracy and prosody) to expand vocabulary and understanding. The research is quantitative and qualitative in nature, using a bibliographic technique. Three databases’ CAPES, LILAC and PubMed were accessed. It covered the period 2014 and 2024 combining three terms, using Boolean, which configured the following descriptors, in English: “Fluency” AND “Elementary School” AND “Intervention” and in Portuguese “Fluência” AND “Ensino Fundamental” AND “Intervention”. The conclusions presented in the 24 articles analyzed, which met the established criteria, pointed out that fluency interventions can be fundamental for increasing automated recognition, but the effects are not statistically significant for increasing vocabulary and comprehension. Furthermore, only one study analyzed prosody.