Ilkogretim Online - Elementary Education Online, 2021; 20 (3): pp. 73-82 http://ilkogretim-online.org doi: 10.17051/ilkonline.2021.03.07 The Effectiveness Strategies for Students with Reading Challenges: New Frontiers Ayman Alamri, lecturer ،Prince Sattam Bin Abdulaziz University, Ph.D. Candidate at Duquesne University, aa.alamri@psau.edu.sa Siddiq Ahmed , Ph.D Special Education, Special Education in Prince George County Public School, Maryland, The Founder of The Wise Thought Foundation, Non-Profit Organization, Maryland siddiqme.siddiqahmed@pgcps.org 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. Keywords: Bibliographic Analysis, Oral Reading Fluency (ORF), Reading Challenges Received: 04.12.2020 Accepted: 12.01.2021 Published: 03.02.2021 INTRODUCTION Every learning institution must probably contain some children or students who have various types of learning disabilities. Reading fluently and getting the basic skills to read are very difficult for children (Rubin, 2016). Every teacher in his/her career meets learners, who have learning disabilities, and teaching them becomes hard. Teachers must, then, find various ways of teaching them so that they can realize a proper educational assessment on the affected children. The topic here is on how to assess students with learning disabilities, particularly in relation to reading as a skill. Learning disabilities refer to disorders that are heterogeneous and that may be manifested through difficulty in reading, listening, reasoning, and speaking among others. The topic of assessment of reading fluency is significant to the field of special education because of various reasons. The ability to read with fluency is important, as it connects the comprehension of terms with understanding. It helps in finding out reading proficiencies of students in the classroom, as it focuses on the component of ‘Response to Intervention’ (Piper & Zuilkonski, 2015). Because special education involves people or learners with special needs, by engaging them in fluent oral reading, it may be a way to enhance or improve how the learners can comprehend the texts being read. Based on the quality of the reading instruction, teachers will also identify students at their different degrees of special needs. Fluency in oral reading will enhance students with learning disabilities academic capacity. Evaluation and diagnosis in special education is the cornerstone; precisely because, the individual educational plan cannot be built without the use of an assessment that helps identify the strengths and weaknesses of a student. In the field of education, many assessments are used, which differ according to the method of measurement. Therefore, in this synthesis paper, some studies which measure fluency in reading will be critically analyzed. Fluency measurements of precision and speed were also suggested to mediate the association of encoding with reading comprehension, an empirically established postulation. Fluency comprehension deficiencies are generally known as a child's condition reading inability. This view is also backed by scholarly research. Most students with reading difficulties have been lenient and hard-working pupils. Such students often struggled to identify a word, and had to do without reading sometimes to recognize words, or to find