# data[].attributes.headline
Individualizing Guided Oral Reading Fluency Instruction for Students With Emotional and Behavioral Disorders

# data[].attributes.subject
Individualizing Guided Oral Reading Fluency Instruction for Students With Emotional and Behavioral Disorders

# data[].attributes.body
Al Otaiba and Rivera

http://isc.sagepub.com/content/41/3/144.short

# data[].attributes.body
http://web.a.ebscohost.com.library.marygrove.edu:2048/ehost/detail?vid=15&sid=08b48d3b-53f4-4eee-8464-12a795700b66%40sessionmgr4004&hid=4109&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=ofs&AN=87392464

# data[].attributes.headline
The Role of the Teacher in Effective Fluency Instruction.

# data[].attributes.subject
The Role of the Teacher in Effective Fluency Instruction.

# data[].attributes.body
Rasinski

http://web.a.ebscohost.com.library.marygrove.edu:2048/ehost/detail?vid=17&sid=08b48d3b-53f4-4eee-8464-12a795700b66%40sessionmgr4004&hid=4109&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=ofs&AN=507961499

Teachers need to take on a coaching role as students read orally during fluency instruction. They need to listen to students read and give formative feedback to their reading. Teachers can note particular areas of concern in students reading, give praise for strong efforts, and direct students to read in a particular manner (e.g., read this passage with enthusiasm, with sadness, with boredom, etc.). This sort of coaching helps direct students' attention to areas that will allow them to develop their fluency and use it to increase text comprehension.

# data[].attributes.body
Rasinski

http://web.a.ebscohost.com.library.marygrove.edu:2048/ehost/pdfviewer/pdfviewer?vid=14&sid=08b48d3b-53f4-4eee-8464-12a795700b66%40sessionmgr4004&hid=4109

# data[].attributes.body
Dunn, Brandy N.

http://eric.ed.gov/?q=increase+reading+fluency&ft=on&ff1=subReading+Fluency&id=ED507452

# data[].attributes.headline
increasing Reading/Literacy Performance of At-Risk Elementary Students through Increased Access to Fiction/Non-Fiction Resources and Incorporating Readers Theater Activities

# data[].attributes.subject
increasing Reading/Literacy Performance of At-Risk Elementary Students through Increased Access to Fiction/Non-Fiction Resources and Incorporating Readers Theater Activities

# data[].attributes.body
Salas, Gayla L.

http://eric.ed.gov/?q=increase+reading+fluency&ft=on&ff1=subReading+Improvement&id=ED501061

# data[].attributes.headline
Increasing Reading Fluency through Student-Directed Repeated Reading and Feedback

# data[].attributes.subject
Increasing Reading Fluency through Student-Directed Repeated Reading and Feedback

# data[].attributes.body
http://eric.ed.gov/?q=poetry+to+increase+fluency&ft=on&id=EJ878349

# data[].attributes.attachment_link.readable_text
By Jan Hasbrouck and Gerald Tindal

Jan Hasbrouck and Gerald Tindal completed an extensive study of oral reading fluency in 2004. The results of their study are published in a technical report entitled, "Oral Reading Fluency: 90 Years of Measurement," which is available on the University of Oregon's website.

This table shows the oral reading fluency rates of students in grades 1through 8 as determined by Hasbrouck and Tindal's data.

You can use the information in this table to draw conclusions and make decisions about the oral reading fluency of your students. Students scoring below the 50th percentile using the average score of two unpracticed readings from grade-level materials need a fluency-building program. In addition, teachers can use the table to set the long-term fluency goals for their struggling readers.
*WCPM = Words Correct Per Minute
**Average weekly improvement is the average words per week growth expected from a student. It was calculated by dividing the difference between the fall and spring scores by 32, the typical number of weeks between the fall and spring assessments. For grade 1, since there is no fall assessment, the average weekly improvement was calculated by dividing the difference between the winter and spring scores by 16, the typical number of weeks between the winter and spring assessments.

# data[].attributes.attachment_link.title
Hasbrouck-Tindal Table Of Oral Reading Fluency Norms

# data[].attributes.attachment_link.description
By Jan Hasbrouck and Gerald Tindal Jan Hasbrouck and Gerald Tindal completed an extensive study of oral reading fluency in 2004. The results of their study are published in a technical report entitled, "Oral Reading Fluency: 90 Years of Measurement," which is available on the University of Oregon's website.

# data[].attributes.headline
The Relationship between Curriculum-Based Measures in Oral Reading Fluency and High-Stakes Tests for Seventh Grade Students

# data[].attributes.subject
The Relationship between Curriculum-Based Measures in Oral Reading Fluency and High-Stakes Tests for Seventh Grade Students

# data[].attributes.body
**Results support the use of oral reading fluency assessment as a valid tool for identifying students at risk of not passing the statewide reading achievement test.

# data[].attributes.attachment_link.title
ERIC - The Relationship between Curriculum-Based Measures in Oral Reading Fluency and High-Stakes Tests for Seventh Grade Students, RMLE Online: Research in Middle Level Education, 2013

# data[].attributes.attachment_link.description
The purpose of this study was to investigate the relationship between oral reading fluency and performance on a statewide reading achievement test for middle grades students. Participants in this study were 75 seventh grade students. One month before the students were administered the state test, each student read three probes from their current basal reader to determine an oral reading fluency rate.

# data[].attributes.headline
Increase Reading Fluency of 4th and 5th Grade Students with Learning Disabilities Using Readers' Theatre

# data[].attributes.subject
Increase Reading Fluency of 4th and 5th Grade Students with Learning Disabilities Using Readers' Theatre

# data[].attributes.body
Mountford, Kathy A.

# data[].attributes.attachment_link.title
ERIC - Increase Reading Fluency of 4th and 5th Grade Students with Learning Disabilities Using Readers' Theatre, Online Submission, 2007-Dec-14

# data[].attributes.attachment_link.description
The following Action Research Project Report is to improve the oral reading fluency of the 4th and 5th grade students with learning disabilities. The targeted population participating in this study consisted of a total of ten participants of which five were 4th grade students and five were 5th grade students located in a middle class community within in a suburb of a large metropolitan area.

# data[].attributes.headline
Reading Fluency Intervention Strategies 

# data[].attributes.subject
Reading Fluency Intervention Strategies 

# data[].attributes.body
"Research over the past two decades has identified repeated reading as the key strategy for improving students' fluency skills (NICHD, 2000). Repeated reading has two essential elements: 1) Giving students the opportunity to read and then re-read the same text, and 2) having students practice their reading orally with an opportunity to receive corrections and guidance (if necessary)."

# data[].attributes.attachment_link.description
Research has also determined that having students read aloud along with a model of well-paced, expressive reading and receiving specific feedback through systematic progress monitoring also helps improve students' fluency skills. So, what are the best methods to use in the classroom to help students become fluent?

# data[].attributes.headline
Using Repeated Reading as a Strategy to Improve Reading Fluency at the Elementary Level

# data[].attributes.subject
Using Repeated Reading as a Strategy to Improve Reading Fluency at the Elementary Level

# data[].attributes.body
Berg, Kate; Lyke, Catherine

http://eric.ed.gov/?q=reading+fluency&ft=on&id=ED531173

# data[].attributes.headline
INCREASING READING COMPREHENSION OF ELEMENTARY STUDENTS   THROUGH FLUENCY-BASED INTERVENTIONS 

# data[].attributes.subject
INCREASING READING COMPREHENSION OF ELEMENTARY STUDENTS   THROUGH FLUENCY-BASED INTERVENTIONS 

# data[].attributes.body
Veda S. Neumann, B.A. Dorothy K. Ross, B.A. Anita F. Slaboch, B.A.

http://files.eric.ed.gov/fulltext/ED500847.pdf

**Students responded best to interventions that involved repeated reading in the form of rehearsal followed by performance, such as choral poetry reading and reader's theater. Students demonstrated engagement in the activities while becoming more realistic in self-evaluation

# data[].attributes.headline
The Melding of Literacy Strategies to Enhance Reading Fluency, Comprehension, and Enjoyment

# data[].attributes.subject
The Melding of Literacy Strategies to Enhance Reading Fluency, Comprehension, and Enjoyment

# data[].attributes.body
Weih, Timothy G.

http://eric.ed.gov/?q=reading+fluency&ft=on&id=ED543405

# data[].attributes.headline
Improving Reading Fluency and Comprehension Among Elementary Students: Evaluation of a School Remedial Reading Program 

# data[].attributes.subject
Improving Reading Fluency and Comprehension Among Elementary Students: Evaluation of a School Remedial Reading Program 

# data[].attributes.body
Robin Hausheer, Alana Hansen, and Diana M. Doumas

http://eric.ed.gov/?id=EJ933175

# data[].attributes.body
Timothy Rasinski

http://www.educationalleader.com/subtopicintro/read/ASCD/ASCD_364_1.pdf

"Reading fluency has three important dimensions that build a bridge to comprehension."

-Accuracy in word decoding (refers to phonics)

-automatic processing--"Readers need to expend as little mental effort as possible in the decoding aspect of reading so that they can use their finite cognitive resources for meaning making."

-prosodic reading---basically phrasing (reading with expression and punctuation---without it, it is unlikely they will understand the text.)

**key to developing automaticity and prosodic reading is assisted and repeated reading and coaching.---"Students need to hear what fluent reading sounds like and how fluent readers interpret text with their voices."

"Developing fluency in reading requires practice."

# data[].attributes.body
-fluency folders

-repeated readings

-partner reading

-poetry

-phonics

-how fluency effects comprehension

-sight word fluency

-importance of fluency