Students working in pairs learn to follow a four-step procedure for correcting any errors made during oral reading fluency practice sessions.
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.
Students choose from reading strategies and positive behaviors to set goals for improving their oral reading fluency during a Repeated Reading session.
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.
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.
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.
