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FluencyRev™ in the ESE Classroom.
i-Ready Success for Sara

FluencyRev™ in the ESE Classroom.
i-Ready Success for Sara

Sara

Meet Sara, an enthusiastic student who has struggled consistently in her elementary reading journey. Her teachers and parents tried multiple interventions in 1st and 2nd grade, but she continued to struggle and began her 3rd grade year with an i-Ready diagnostic score indicating a 1st grade reading level.

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Sara’s IEP includes the following diagnoses:
· Dyslexia
· ADHD
· Short term memory issues
· Visual processing disorder

Sara’s learning challenges made comprehension difficult – she was strong at decoding and accuracy at the word level, but struggled to comprehend because she would confuse words and frustrate. By the time she got to the end of a sentence, many times the first words she read she could not recall.

Sara’s teacher introduced FluencyRev™ to a group of struggling readers for targeted instruction during morning independent bell work each day. It didn’t take long for Sara to realize that FluencyRev™ was a safe place to practice, make mistakes, self-correct by listening to the reading again, and keep trying.

Her teacher was able to easily hear how she was doing, and it allowed her to hear with her own ears the areas that Sara needed extra help on before even sitting down individually with her. One thing she noticed was that Sara would re-read every sentence, giving her that repeated reading practice that was so important for her.

"Sara’s learning challenges made comprehension difficult - she was strong at decoding and accuracy at the word level, but struggled to comprehend because she would confuse words and frustrate. By the time she got to the end of a sentence, many times the first words she read she could not recall.”

"Sara’s learning challenges made comprehension difficult - she was strong at decoding and accuracy at the word level, but struggled to comprehend because she would confuse words and frustrate. By the time she got to the end of a sentence, many times the first words she read she could not recall.”

Sara logged almost 200 minutes of active reading (active reading is defined as words recorded verbally by the child) during bell work time, and her i-Ready scores show an incredible 117-point gain on her 3rd diagnostic! Sara’s teacher and parents agree that Sara’s diligent practice on FluencyRev™ made a powerful impact of FluencyRev™ as a targeted instruction tool.

Way to go Sara!

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Susan Homan, Ph.D.

Professor Emeritus University of South Florida
Chief Academic Officer – LanguaMetrics, Inc.
homan@usf.edu

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