Abstract

This paper identifies a range of challenges that students with reading disabilities are made to encounter in educational settings. The paper draws on the relevant literature through annotated bibliography, considering studies on oral reading fluency initiatives and interventions towards communicatively competent learners. The paper’s main trajectory of examination is a set of eight articles, of which five are experimental, two correlational, and one developmental. These articles, as my paper shows, underline reading fluency in educational institutions, where language teachers should be able to provide multiple reading strategies and interventions in order to enhance the reading fluency of students. Concluding with suggestions that are applicable to teachers and students, this paper asserts that no one single branch of knowledge can wear a single hat, and therefore that we need to connect with, not to ignore, researchers who work in the concerned area.

Key words: Bibliographic Analysis, Oral Reading Fluency (ORF), Reading Challenges