# data[].attributes.body
Does using leveled reading passages during reading groups to increase reading fluency help to increase reading levels

# data[].attributes.body
How will I structure guided reading groups.
How often will we read the passages?
How often will I progress monitor?
How will I keep students interested in the reading passages?

# data[].attributes.headline
How to Teach Fluency with Accuracy and Phrasing

# data[].attributes.subject
How to Teach Fluency with Accuracy and Phrasing

# data[].attributes.body
McGraw-Hill Education PreK-12

Published on Jun 10, 2014
https://www.youtube.com/watch?v=oEc9u4oO4nc

# data[].attributes.headline
Research and Policy: Looking, Thinking, Talking, Reading, Writing, Playing · · · Images. 

# data[].attributes.subject
Research and Policy: Looking, Thinking, Talking, Reading, Writing, Playing · · · Images. 

# data[].attributes.body
In this article the authors Roser, Maloch, and Bomer (2012) discuss many varieties of literacy in young children.  They suggest literacy can show itself in many forms such as drawing pictures, reading pictures, and imaginary play.  They also discussed how the process of teaching literacy has progressed over the years.  This article points out the importance of fostering all forms of literacy in young readers in order to help them make connections to forms of literacy as learning progresses.

Roser, N., Maloch, B., & Bomer, R. (2012). Research and Policy: Looking, Thinking, Talking,

Reading, Writing, Playing · · · Images. Language Arts, 89(6), 405-414. Retrieved from http://www.jstor.org.marygrove.idm.oclc.org/stable/41804363

# data[].attributes.headline
Fluency instruction in contemporary core reading programs 

# data[].attributes.subject
Fluency instruction in contemporary core reading programs 

# data[].attributes.body
In this article Donaldson (2011) discusses his research on the best practice of reading fluency instruction based on recommendations of core reading programs.  He also discusses how these programs compare to the findings of research based fluency instructional practices.  Practices such as partner reading, echo reading, and other repeated reading procedures were used in the highlighted core reading programs.  Independent silent reading was a nearly absent component of the programs.
Donaldson, B. E. (2011). Fluency instruction in contemporary core reading programs (Order No.

3477403). Available from Education Collection. (900730267). Retrieved from http://marygrove.idm.oclc.org/login?url=https://search-proquest-com.marygrove.idm.oclc.org/docview/900730267?accountid=28829

# data[].attributes.headline
Coaching Teachers' Talk during Vocabulary and Comprehension Instruction.

# data[].attributes.subject
Coaching Teachers' Talk during Vocabulary and Comprehension Instruction.

# data[].attributes.body
In this article the authors Robertson, Ford-Connors, and Paratore (2014) discuss the importance of effective “teacher talk” and the positive effects it has on education.  The authors refer to the findings of Vygotsky (1978) that suggest a predominant source of education for children is their interactions with other more knowledge individuals.  This is the basis for their studies which outline ways teachers can improve and enhance their students’ education through better questioning and verbal interactions with them.

Robertson, D., Ford-Connors, E., & Paratore, J. (2014). Coaching Teachers' Talk during Vocabulary

and Comprehension Instruction. Language Arts, 91(6), 416-428. Retrieved from http://www.jstor.org.marygrove.idm.oclc.org/stable/43824243

# data[].attributes.body
In this article Glasswell and Ford (2011) highlight information regarding the benefits and disadvantages of using leveled reading in the classroom.  The authors’ intent for this article is to introduce a new and improved way of thinking about leveled reading. Glasswell and Ford (2011) outline five key principals to consider when matching students with leveled reading materials.
Glasswell, K., & Ford, M. (2011). Let's Start Leveling about Leveling. Language Arts, 88(3), 208-

216. Retrieved from http://www.jstor.org.marygrove.idm.oclc.org/stable/41804252

# data[].attributes.headline
Out of the Shadow of SSR: Real Teachers' Classroom Independent Reading Practices

# data[].attributes.subject
Out of the Shadow of SSR: Real Teachers' Classroom Independent Reading Practices

# data[].attributes.body
In this article Sanden (2014) discusses the findings of a yearlong study in which the ways effective teachers conduct independent reading in their classrooms was examined.  This study was conducted because of the reporting from the National Reading Panel in 2000 that stated they found no evidence that increasing a student’s reading time will increase their reading ability.  Sanden (2014) looked at specific ways reading time may be increased and which ones were effective.  This article outlines the 8 factors of sustained silent reading (ssr) in order to help increase effectiveness.  A variety of factors were examined and students were interviewed in order to compile detailed information about the effectiveness of classroom independent reading.

Sanden, S. (2014). Out of the Shadow of SSR: Real Teachers' Classroom Independent Reading

Practices. Language Arts, 91(3), 161-175. Retrieved from http://www.jstor.org.marygrove.idm.oclc.org/stable/24575022

# data[].attributes.headline
Reclaiming Pleasure in the Teaching of Reading. Language Arts

# data[].attributes.subject
Reclaiming Pleasure in the Teaching of Reading. Language Arts

# data[].attributes.body
Murphy (2012) discusses the connection between the enjoyment of reading and an individual’s ability to read.  Murphy (2012) investigates the idea that if educators make reading a pleasurable and enjoying activity then students will be more proficient readers with better comprehension skills.  The article addresses questions such as where has the pleasure gone? Why is it gone? How does this effect reading abilities? And what can be done about it?
Murphy, S. (2012). Reclaiming Pleasure in the Teaching of Reading. Language Arts, 89(5), 318-328.

Retrieved from http://www.jstor.org.marygrove.idm.oclc.org/stable/41804352

# data[].attributes.headline
Digital, Hybrid, & Multilingual Literacies in Early Childhood. 

# data[].attributes.subject
Digital, Hybrid, & Multilingual Literacies in Early Childhood. 

# data[].attributes.body
In this article Razfar and Yang (2010) investigate the effects of cultural and socioecomical changes on early literacy over the past ten years.  They look for answers to questions like can technology have a place in helping students achieve greater literary success? The authors discuss semiotic mediation and they define this as “one of the fundamental principles of a sociocultural approach to literacy. The authors suggest that thoughts and actions are intertwined and as students engage in meaning making they achieve greater levels of independence and the ability to become more independent learners.

Razfar, A., & Yang, E. (2010). Digital, Hybrid, & Multilingual Literacies in Early Childhood.

Language Arts, 88(2), 114-124. Retrieved from http://www.jstor.org.marygrove.idm.oclc.org/stable/41804239

# data[].attributes.headline
Strategies for Minimizing Variability in Progress Monitoring of Oral Reading Fluency. 

# data[].attributes.subject
Strategies for Minimizing Variability in Progress Monitoring of Oral Reading Fluency. 

# data[].attributes.body
In this article, Bundock (2018) discusses solutions and possible methods of assessments for students who show progress monitoring results that are highly variable over a set period of time.  The article explores the effectiveness of a particular assessment tool called the CBM.   Bundock (2018) discusses the importance of recognizing variability in results and also ways to prevent it.  He looked into ways to evaluate student progress and ways to use the data to guide instruction.

Bundock, K; et al. Strategies for Minimizing Variability in Progress Monitoring of Oral Reading

Fluency. TEACHING Exceptional Children. 50, 5, 273-281, Jan. 1, 2018. ISSN: 0040-0599. Retrieved from http://web.a.ebscohost.com.marygrove.idm.oclc.org/ehost/detail/detail?vid=2&sid=dbb74873-6f91-4f64-85cd-0394e8bcdf8e%40sessionmgr4008&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=EJ1179795&db=eric

# data[].attributes.headline
Text (oral) reading fluency as a construct in reading development: An investigation of its mediating role for children from grades 1 to 4. 

# data[].attributes.subject
Text (oral) reading fluency as a construct in reading development: An investigation of its mediating role for children from grades 1 to 4. 

# data[].attributes.body
In this article Kim and Wagner (2015) examine the differences between text reading fluency and word reading fluency in students in grades 1 through 4.  The results showed that word reading fluency and text reading fluency were equally important in regards to reading comprehension in students in the early stages of reading. However, as students progressed to higher grades, text reading fluency played a much bigger role in comprehension than word reading fluency.  Kim and Wagner (2015) found that when students struggled to recall words, cognitive ability that could be used to comprehend what they were reading was being used to decode words and thus had a significant impact on comprehension abilities.
Kim, Y. G., & Wagner, R. K. (2015). Text (oral) reading fluency as a construct in reading development: An investigation of its mediating role for children from grades 1 to 4. Scientific Studies of Reading, 19(3), 224-242. doi:http://dx.doi.org.marygrove.idm.oclc.org/10.1080/10888438.2015.1007375

# data[].attributes.headline
The Relationship betweena Silent Reading Fluency Instructional Protocol on Students’ Reading Comprehension and Achievement in an Urban School Setting. 

# data[].attributes.subject
The Relationship betweena Silent Reading Fluency Instructional Protocol on Students’ Reading Comprehension and Achievement in an Urban School Setting. 

# data[].attributes.body
This article discusses the effects of reading fluency on reading comprehension.  The authors of this article are examining a fluency instructional program called Reading Plus, and they are investigating the results this program had on the students’ overall reading achievement.  The study was performed on a large group of students in an urban school setting.  The authors pointed out that reading fluency is mainly focused on in the primary grades.  The research found consistently reveals positive effects of reading fluency instruction on overall reading achievement.

Rainski, T., Samuels, S., Hiebert, E., Petscher, Y., & Feller, K. (2014). The Relationship between

a Silent Reading Fluency Instructional Protocol on Students’ Reading Comprehension and Achievement in an Urban School Setting. TextProject Article Series. Retrieved from http://textproject.org/archive/research-article-vault/articles/the-relationship-between-a-silent-reading-fluency-instructional-protocol/

# data[].attributes.headline
Sagor, R. (1992). How to Conduct Collaborative Action Research. Alexandria, VA: ASCD. 

# data[].attributes.subject
Sagor, R. (1992). How to Conduct Collaborative Action Research. Alexandria, VA: ASCD. 

# data[].attributes.body
"Action research, on the other hand, is conducted by people who want to do something to improve their own situation" (p.7).

" Teams who began their work with a clear idea of what they they were studying and why they were studying it tended to find the motivation to complete their work" (p. 23).