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When students can center their cognitive resources on the meaning of the passage rather than on the mechanics of decoding and recognizing words, they are more likely to understand and enjoy what they are reading. (Armbruster et. al., 2009, p. ii)

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When students can center their cognitive resources on the meaning of the passage rather than on the mechanics of decoding and recognizing words, they are more likely to understand and enjoy what they are reading. (Armbruster et. al., 2009, p. ii)

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To read fluently, students should know 98-99% percent of the words in the text (Allington, 2009). 

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To read fluently, students should know 98-99% percent of the words in the text (Allington, 2009). 

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Our working memory stores what we read for about 8-1- minutes. Fluency is critical bridge between decoding and comprehension! Fluency matters!

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Our working memory stores what we read for about 8-1- minutes. Fluency is critical bridge between decoding and comprehension! Fluency matters!

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Model fluent reading and have students read the passage aloud. (Erica Angelo)

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Model fluent reading and have students read the passage aloud. (Erica Angelo)

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Difficulties with fluency may be more common with ELs because understanding the meaning of the text influences fluency. Therefore give students multiple opportunities to read familiar passages they can read confidently. (Erica Angelo)

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Difficulties with fluency may be more common with ELs because understanding the meaning of the text influences fluency. Therefore give students multiple opportunities to read familiar passages they can read confidently. (Erica Angelo)

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Pre-teach unfamiliar words.    Ensure students understand the words in the text.

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Pre-teach unfamiliar words.    Ensure students understand the words in the text.

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Fluency Tutor® for Google™ helps busy teachers bring struggling readers up to speed.

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Students who struggle to read fluently need a lot of practice. Wilson Fluency®/Basic supplements your reading curriculum by providing this additional reading practice with explicit fluency instruction to develop the application of skills with connected text. The extended reading passages, both narrative and informational, give students the focused practice that helps build accuracy, automaticity, and prosody.

Wilson Fluency/Basic provides emerging readers with fluency practice at a student's instructional reading level. It is also appropriate for younger students with beginning reading skills or for older students who are not reading fluently due to decoding deficits.

Wilson Fluency/Basic contains four Fluency Readers that can supplement any reading program that introduces short vowels in words with progressively more challenging patterns, including Fundations®, Just Words®, and the Wilson Reading System®. It specifically follows the skill-building sequence of Steps 1-3 in the Wilson Reading System. Each reader includes five reading passages of 200-250 words and corresponding fluency practice.

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Fluency®/Basic | Wilson Language Training

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Students who struggle to read fluently need a lot of practice. Wilson Fluency®/Basic supplements your reading curriculum by providing this additional reading practice with explicit fluency instruction to develop the application of skills with connected text. The extended reading passages, both narrative and informational, give students the focused practice that helps build accuracy, automaticity, and prosody.Wilson Fluency/Basic provides emerging readers with [...]

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Read orally, and lower students listen to story on tape. Repetition. Timed reading. (Connie)

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Read orally, and lower students listen to story on tape. Repetition. Timed reading. (Connie)

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Tap into prior knowledge. Grab passages or novels at their interest. Great to have them annotate in the margins. (Cora)

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Tap into prior knowledge. Grab passages or novels at their interest. Great to have them annotate in the margins. (Cora)

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Read Naturally (Connie) It is not about reading fast. 

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Read Naturally (Connie) It is not about reading fast. 