This article explains the elements of reading fluency and ways to assess teach them. Fluent has three elements: accurate connected text, at a conversational rate with appropriate prosody. Word accuracy refers ability recognize or decode words correctly. Reading both word-level automaticity speed in text. Prosodic features are variations pitch, stress patterns, duration that contribute expressive To fluency, including all its aspects, teachers listen students read aloud. Students' can be...

Reading fluency is commonly defined as reading accurately at a quick rate with appropriate prosody—a simple sounding definition. In fact, this definition hides complex processes and skills needed to produce the seemingly effortless performance of fluent reader. Using both theory empirical research, presence role underlying knowledge such decoding fluency, processing speed, vocabulary, letter sound sight word are discussed. doing this, we explain elements for how they relate each other in...

A fluency-reading intervention was developed and used to supplement reading instruction of middle school students with learning disabilities (LD). The daily 5- 6-min fluency focused on phonics, sight phrases, oral reading. Repeated readings were in each area until the student achieved mastery respective task. divided three groups according length (6-9 months, 10-18 19-25 months). Dependent t tests test effects intervention. pretest posttest curriculum-based assessment (CBA) measure for group...

Issues pertaining to language and reading while developing adapting tests are examined. Strengths limitations associated with the use of readability formulas discussed. Their should be confined paragraphs longer passages, not items. Readability methods that consider both quantitative qualitative variables performed by seasoned professionals recommended. Research examining applied test content is needed.

A process was developed to create Web-based video models of effective instructional practices for use in teacher education settings. Three models, created at three university sites, demonstrated exemplary implementation specific, evidence-based strategies reading, math, and science. Video were field tested with preservice practicing teachers working diverse student populations. The authors provide an explanation the development present field-test data that demonstrate influence modeling on learning.

Misconceptions about the brain and its relation to education are widespread. This can lead implementation of ineffective methods waste precious resources. To examine extent belief in neuromyths, a survey was conducted. Respondents (n = 169) came from special 83) general 78), included preservice teachers 34), in-service 63), higher faculty 39), educational leaders 33). The contained 15 Myths 18 Facts, overall, participants were able correctly identify approximately 66% all Facts. On other...

Student engagement during reading instruction, including small group and individualized intensive is critical for student success. If students are not engaged with they learning. This study examined literacy tutoring in a summer program using direct observational protocol called the Reading Engagement Observational Coding System (SREOCS). Twenty in-person videos, representing eight nested within tutors, were randomly selected. The videos coded analyzed series of repeated measures...

Abstract Research has demonstrated the positive effects of systematically teaching phonemic awareness and phonics in kindergarten first grade, but many commonly used reading curricula do not adequately incorporate these foundational skills. In this study, we examined efficacy an instructional program ( UFLI Foundations ) skills (i.e., phonics) with students grade. We compared who received a full year to propensity score matched control students, business‐as‐usual instruction, cross‐cohort...

ABSTRACT Performance feedback has been shown to improve teachers' classroom management skills. Typically, a researcher provides the performance feedback, not school‐based personnel. Therefore, we investigated effects of on skills when is delivered by We used concurrent multiple baseline design across participants examine visual provided school behavior resource teacher four use specific praise. One White support teacher, two teachers, and Black all with more than 5 years teaching experience...

This study examines the role of teacher knowledge about reading fluency in students' growth. Specifically, effects on with nonsense word and oral passage were examined. Students' vocabulary was also considered as a predictor development. Results demonstrated that is significant first-grade decoding growth second-grade Effects third-grade are less pronounced. Implications for future research professional development practice discussed.

Abstract The article addresses translating phonological awareness research for classroom reading instruction. It presents a practical overview of development and its relationship to beginning reading, including synopsis findings recent an explanation the skills. methods formal informal assessment children's describes strategies classroom-based instruction in skills with emergent readers.

Abstract Canine‐assisted reading programs show promise as an innovative method for engaging reluctant readers and motivating them to practice. In such programs, specially trained dogs visit classrooms libraries, children read them. Children who struggle with may be motivated more because they find calming non‐judgmental. This paper outlines the research that supports use of canine‐assisted provides examples successful implementation in schools public libraries. Steps implementing a program...

This study examined the components of a one-on-one literacy tutoring model to identify necessary and sufficient elements for helping struggling beginning readers. The interest included word work using manipulative letters, written work, generalization component. Reading assessment data from 100 first-grade students, randomly assigned four conditions control group, were analyzed. Following treatment period, groups evaluated on phonological awareness, sight knowledge, decoding, attack. Results...

Vocabulary knowledge is a critical contributor to reading, especially reading comprehension. A word‐rich classroom environment maximizes students' opportunities learn new words. The teacher's use of language provides an important model for children's vocabulary development. By modeling the sophisticated words, teachers can promote growth and word consciousness. In this article, research support approach explained, suggestions are provided how might accomplish goal, examples shared from who...

APPROPRIATE INSTRUCTION IN CLASSROOMS WITH DIVERSE LEARNERS REQUIRES A VARIETY OF INSTRUCTIONAL METHODS TO ADDRESS INDIVIDUAL NEEDS. MANY EDUCATORS, HOWEVER, FIND THEMSELVES PHILOSOPHICALLY TIED ONE APPROACH FOR EVERY LEARNER THE EXCLUSION OTHER APPROACHES. THIS ALLEGIANCE METHOD TEACHING REDUCES CHOICES TEACHERS AND STUDENTS. STRICT ADHERENCE LIMITED VIEW LEARNING CAN ALSO HINDER INCLUSION EFFORTS BY DENYING SOME STUDENTS INSTRUCTION. CONTINUUM THAT INCLUDES “EXPLICIT” “IMPLICIT” APPROACHES...

Abstract This study examines the effectiveness of a one‐on‐one reading intervention using trained tutors. Participants were 49 first‐grade students at risk for failure. The three‐step tutoring model included repeated familiar text, explicit coaching in decoding and word‐solving strategies, new books during each 15‐minute session. Pretest posttest data collected on measures phonological awareness, sight word knowledge, decoding. Analyses revealed significant group differences beginning area...

In this study, we compared methods to improve the decoding and reading fluency of struggling readers. Second–grade poor readers were randomly assigned one two practice conditions within a repeated intervention. Both interventions in small groups, 20–28 min long, took place 2–4 days per week, consisted phonemic awareness training, letter sound practice, word families. Students accuracy condition ( n= 27) practiced each page until they reached 98 percent while students + automaticity 29) rate...

Multitiered support for professional development (MTS-PD) is a framework applying three-tiered system to teacher classroom management through targeted training and coaching. In this study, we conceptually replicated two prior MTS-PD studies. Following school-wide on behavior-specific praise (BSP), conducted screening observations identify teachers in need of additional support. Four were identified agreed participate multiple-baseline design study focused providing PD BSP followed by emailed...

Abstract We compared the effects of two approaches to decoding on word reading skills struggling first-grade students: decontextualized, teacher directed practice with manipulative letters and embedded, incidental practice. Participants were 98 students at risk for disability. randomly assigned participants three groups: (1) treatment, (2) comparison, (3) control. The treatment group received 30 sessions small-group instruction using skills. comparison same without additional control did not...

Abstract This study was designed to obtain (a) a national picture of the characteristics special educators who provide reading or English instruction in juvenile corrections facilities and (b) schools which they work students serve. In addition, gather information on teacher use specific instructional strategies. A random sample 108 (28.6%) teachers responded mail online survey. No statistically significant differences existed between responsive nonresponsive schools. Results indicated that...