**8. Limitations**

We acknowledge that this preliminary study is small in scale and the results and recommendations are to be understood and taken with caution. We also recognize that in the present study, given the pre-test–post-test design and authentic nature of classroom and school environments in which the study took place, full control of the instruction and variables was not possible. Still, the nature of the results suggests that further study of intentional and multi-factor fluency instruction, such as the FDL, is worthy of continued study. The reading performance of fourth graders continues to stagnate, and fluency instruction persists in being either a neglected or tangential part of many foundational reading curricula. What is needed is a greater scholarly and research focus on reading fluency instruction where it is embedded in foundational reading skills instruction in the early grades. Clearly, the results of this limited and preliminary study point to the need for larger-scale, more in-depth, and controlled studies of reading fluency instruction and interventions.

**Author Contributions:** Conceptualization, T.V.R. and R.Y.; Data curation and analyses, T.V.R. and D.P.; Project administration, R.Y., K.F., K.G.; Supervision, T.V.R., R.Y., K.F., K.G.; Visualization, T.V.R.; Writing—original draft, T.V.R. and D.P.; Writing—review & editing, D.P., T.V.R., C.Y. and W.R. All authors have read and agreed to the published version of the manuscript.

**Funding:** This research received no external funding.

**Conflicts of Interest:** The authors declare no conflict of interest.
