![]() ![]() Newark, Delaware: International Reading Association. What research has to say about reading instruction (pp. Reading fluency: It’s development and assessment. New York, NY: Scholastic Professional Books. (2003) The fluent reader: Oral reading strategies for building word recognition, fluency, and comprehension. Journal of Learning Disabilities, 50(2), 213–224. The Effects of Repeated Reading on Reading Fluency for Students With Reading Disabilities: A Meta-Analysis. Helping students become accurate, expressive readers: Fluency instruction for small groups. Dubuque, IO: Kendall/Hunt Publishing Company. Fluency: Question, answers, evidence-based strategies. Reading Fluency Assessment and Instruction: What, Why, and How?. (1989) Repeated reading: Research into practice. Time the student when s/he reads the passage.Ĭouncil for Exceptional Children, the Division for Learning Disabilities (DLD) and the Division for Research (DR). The number of words read results can be graphed using a bar graph. The teacher or partner counts how words the student read in 1 minute. The student reads the same passage for 1 minute multiple times (3-5). Provide some practice time with non-assessment reading material before beginning the 1 minute timed reading. This score is as valid as calculating perfect correct or accuracy on longer readings. The teacher or partner counts the number of words read correctly in one minute (WCPM).
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