Active Participation Matters for Fluency Development: Examining Performance-Based Reading of Adapted Texts in Secondary Literacy

This study examined the effects of a performance-based scripted-stories intervention on secondary students’ oral reading fluency, vocabulary, and reading comprehension. Eighty-five students in Grades 10–12 completed pre- and post-intervention assessments using the Multidimensional Fluency Scale and the Gates-MacGinitie Reading Test-Fourth Edition. During the intervention, students participated in unrehearsed, in-seat scripted-stories designed to promote expressive reading, prosody, and meaningful engagement with text. Results revealed significant improvements in fluency, vocabulary, and comprehension. The largest gains were observed in overall fluency (d = 2.28), followed by vocabulary (d = 0.99) and reading comprehension (d = 0.29). Repeated measures analyses indicated significant growth across grade levels in all three literacy domains. Multiple regression analyses showed that participation was a significant predictor of posttest fluency beyond pretest performance and GPA, whereas vocabulary and comprehension outcomes were primarily predicted by students’ baseline levels of achievement. Exposure time did not consistently predict outcomes. These findings suggest that performance-based reading interventions may be particularly effective for promoting fluency development while also supporting vocabulary and comprehension growth. Implications for secondary literacy instruction emphasize creating opportunities for active, meaningful participation in reading rather than simply increasing time spent reading.