Supporting Your Children’s and Teens’ Home Learning: Paired Oral Reading
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Posted on: July 7, 2020
Children can work on reading fluency and comprehension while reading along with a caregiver.
Foundational Skills: Fluency
Posted on: July 7, 2020
Supporting Your Children’s and Teens’ Home Learning: A Guide for Families
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Posted on: April 14, 2020
The IRRC’s Supporting Your Children's and Teen's Home Learning Guide provides web resources by subject area and for assistive technology use, as well as tips for a successful home learning approach.
Research Brief: Meta-Analysis Shows Non-Repetitive Reading Fluency Interventions as Options for Teachers
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Posted on: August 27, 2019
Summarizing findings from a meta-analysis looking at effects and components of non-repetitive reading approaches.
Oral Reading Fluency Error Correction Procedure
Students working in pairs learn to follow a four-step procedure for correcting any errors made during oral reading fluency practice sessions.
Oral Reading Fluency Reflection Guide
This guide provides traits/skills of fluent readers and questions to help students identify their own strengths, weaknesses, and things to improve on in the future.
Oral Reading Fluency Goal Setting Template
Students choose from reading strategies and positive behaviors to set goals for improving their oral reading fluency during a Repeated Reading session.
Repeated Reading with Goal Setting for Reading Fluency: Focusing on Reading Quality Rather Than Reading Speed
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Posted on: February 5, 2019
A reading fluency instructional approach involving practice with a partner and error correction.
Automaticity of Word Recognition Is a Unique Predictor of Reading Fluency in Middle-School Students
Deborah K. Reed, Ph.D.
Automaticity in word recognition has been hypothesized to be important in reading development (LaBerge & Samuels, 1974; Perfetti, 1985). However, when predicting educational outcomes, it is difficult to isolate the influence of automatic word recognition from factors such as processing speed or knowledge of grapheme-phoneme correspondences.
Examiner Error in Curriculum-Based Measurement of Oral Reading
Deborah K. Reed, Ph.D.
Although curriculum based measures of oral reading (CBM-R) have strong technical adequacy, there is still a reason to believe that student performance may be influenced by factors of the testing situation, such as errors examiners make in administering and scoring the test. This study examined the construct-irrelevant variance introduced by examiners using a cross-classified multilevel model.
Connecting Adolescents With Their Geographically Separated Parents: Videoconferencing for Reading Support
Deborah K. Reed, Ph.D.
Prolonged separation from a parent has been linked to emotional and academic consequences among children. Therefore, in this article, the authors used free videoconferencing to (a) deliver parental support for a student struggling with reading and (b) maintain a nurturing relationship between a geographically separated father and son.