“The National Reading Panel Report (NPR, 2000) forever changed the view of fluency as a minor player in the reading process. Fluency is now recognized as one of the most important elements of good reading. NPR highlighted the three main strategies for improving fluency: teacher modeling, repeated reading, and monitoring of student progress. Twenty-one years later, those three elements are still the most important to help students improve oral reading fluency.”
Modeling provides students with opportunities to listen to good models of fluent reading. Hearing good models of reading helps students learn how a reader’s voice can help written text make sense. By providing models of reading with expression, you are modeling for your students how a fluent reader sounds during reading.
Report of the National Reading Panel (2000). Teaching Children to Read: An Evidenced-based Assessment of the Scientific Research Literature on Reading and its Implications for Reading Instruction (NIH Publication No. 00.4769). Washington, DC: U.S. Government Printing Office.
Kamil, M.L., Afflerbach, P.P., Pearson, P.D., &Mojhe, E.G. (2010). Preface: Reading research in a changing era: in Handbook of Reading Research, VolIV. 287-319. Routledge. N.Y.
FluencyRev provides teacher modeling of fluent reading for every student as many times as needed.
Having a student read the same passage several times is a process known as repeated reading. It is even more powerful as a strategy if the teacher can point out the errors that were made before the student rereads.
Rasinski, T.V., Homan, Susan, & Biggs, Marie. 2009. “Teaching Reading Fluency to Struggling Readers: Method, Materials, and Evidence”, Reading & Writing Quarterly, 25: 2, 192-204. Shanahan, Timothy.(2017). Everything you wanted to know about repeated reading. In Reading Rockets.
FluencyRev provides repeated reading experiences for each student allowing the number of repeated readings the individual student needs.
Monitoring student progress
The best type of monitoring is providing instant feedback to the student, allowing them to learn and improve through continuous feedback. Incorporating the feedback in their very next reading opportunity.
Mariotti, A. & Homan, S. (2010). Linking Reading Assessment to Instruction: An Application Worktext for teachers. 5th Ed. Routledge. N.Y. Samuels,S.J. (2002). Reading Fluency: Its development and assessment. In A.E. Farstrup & S. J. Samuels (Eds.). What research has to say about reading instruction (3rd Ed.). DE: International Reading Association.
FluencyRev allows the teacher to follow each students’ progress while providing immediate feedback to the student. FluencyRev’s reward system encourages the student to reread utilizing and incorporating the feedback.