The National Reading Panel report identified fluency as “a critical component of skilled reading…often neglected in classroom instruction.” Educators across the country took this notice to heart and as a result reading fluency is now a BIG part of teaching and assessing. There are some who feel that there is now perhaps too much emphasis on fluency. This session—presented by one of the nation’s experts on fluency—provides: (1) a summary of research on the role of fluency in reading, (2) details procedures to identify students who need fluency instruction, and (3) a description of a systematic, explicit and effective strategy to improve the reading fluency of all students. The role of fluency-based curriculum-based measures (CBM) to screen students and monitor their overall progress in reading will also be addressed. This workshop provides an opportunity to reflect on how fluency should fit into a comprehensive and effective reading program.

Outcomes

Participants attending this session will learn:

1. How to define reading fluency for instruction and for assessments.
2. Why fluency is important and how to assess whether or not students may need additional fluency support.
3. Effective instructional strategies for improving students’ reading fluency (reading well for understanding and motivation).

Content for this session is based on materials being developed by Dr. Hasbrouck and Dr. Deb Glaser: Reading Fluency: Assessments and Intervention Strategies available Spring 2011 at www.gha-pd.com.