Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 2 |
Descriptor
Author
| Compton, Donald L., Ed. | 1 |
| Dickinson, David K., Ed. | 1 |
| Fuchs, Douglas | 1 |
| Fuchs, Lynn S. | 1 |
| Jimenez, Robert T., Ed. | 1 |
| Kim, Youb, Ed. | 1 |
| Leander, Kevin M., Ed. | 1 |
| Risko, Victoria J., Ed. | 1 |
| Rowe, Deborah Wells, Ed. | 1 |
Publication Type
| Collected Works - Proceedings | 1 |
| Reports - Descriptive | 1 |
| Reports - Evaluative | 1 |
Education Level
| Elementary Education | 2 |
| Grade 2 | 2 |
| Elementary Secondary Education | 1 |
| Grade 1 | 1 |
| Grade 3 | 1 |
| Grade 4 | 1 |
| Grade 5 | 1 |
| Grade 6 | 1 |
Audience
Location
| New York | 3 |
| California | 1 |
| Maryland | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full textWhat Works Clearinghouse, 2007
"Fluency Formula"[TM] is a supplemental curriculum designed to promote reading fluency for first- through sixth-grade students. The program emphasizes automatic recognition of words, decoding accuracy, and oral expressiveness as the foundation for building reading fluency. A daily 10- to 15-minute lesson is delivered in the classroom.…
Descriptors: Program Effectiveness, Reading Fluency, Elementary Education, Reading Instruction
Direct linkRowe, Deborah Wells, Ed.; Jimenez, Robert T., Ed.; Compton, Donald L., Ed.; Dickinson, David K., Ed.; Kim, Youb, Ed.; Leander, Kevin M., Ed.; Risko, Victoria J., Ed. – National Reading Conference, 2007
This publication offers the 56th Yearbook of the National Reading Conference (NRC). This Yearbook begins with a preface and presents profiles of three awardees, Michael C. McKenna, Douglas K. Hartman, and Michael Kamil. Included in this Yearbook are the following papers: (1) What's It All About? Literacy Research and Civic Responsibility (Victoria…
Descriptors: Social Justice, Curriculum Development, Literacy, Popular Culture
Fuchs, Lynn S.; Fuchs, Douglas – National Center on Student Progress Monitoring, 2001
When teachers use systematic progress monitoring to track their students progress in reading, mathematics, or spelling, they are better able to identify students in need of additional or different forms of instruction, they design stronger instructional programs, and their students achieve better. This document first describes progress monitoring…
Descriptors: Student Evaluation, Academic Achievement, Reading, Mathematics
