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This overview outlines the present status of research into the efficiency of Fluency Building and related methods like Precision Teaching and Frequency Based Instruction. The efficacy of these methods has been demonstrated in multiple papers, covering multiple subjects, curricula and settings (Martinho, Booth, Attard & Dillenburger, 2022). Reviews have, however, been largely anecdotal (ex. White, 1986), not processed numerical data from the primary studies (ex. Doughty, Chase & O'Shields, 2004), or included primary studies with warranting or lacking scientific rigor in the statistical exposition (ex. Ramey, Lydon, Healy, McCoy, Holloway & Mulhern, 2016), all of which may have led to confusion as to actual effect sizes, and thus the status of the methods for educational purposes. In this paper, reviews with relevant, numerical data are included and analyzed as to their scientific rigor and risk of bias (as according to criteria for overviews described by Pollock, Fernandes & Hartling, 2017). Findings from primary studies that are found scientifically valid in the included reviews, are presented.
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