Oral reading fluency probes are essential for reading assessment, intervention, and progress monitoring. Due to the limited options for choosing oral reading fluency probes, it is important to utilize all available resources such as generative artificial intelligence (AI) like ChatGPT to create oral reading fluency probes. The purpose of this…

Over the past few decades, reading assessment has been pushed to the forefront of the national discussion about education. The most recent reauthorizations of the Elementary and Secondary Education Act (1994, 2001) made assessment a priority as administrators and teachers are attempting to meet increasing accountability standards, but measuring…

This article is a response to "Dynamic Indicators of Basic Early Literacy Skills (DIBELS): A Tool for Evaluating Student Learning?" by Kamii and Manning (2005). The intent of their study was to evaluate how DIBELS and a writing test predict reading achievement, which was measured by scores on the Slosson Oral Reading Test (SORT) as well…

In this critique of current reading research and practice, the author contends that the extreme ambiguity of English spelling-sound correspondence has confined reading science to an insular, Anglocentric research agenda addressing theoretical and applied issues with limited relevance for a universal science of reading. The unique problems posed by…

Cognitive neuropsychological studies of bilingual patients with aphasia have contributed to our understanding of how the brain processes different languages. The question we asked is whether differences in script have any impact on language processing in bilingual aphasic patients who speak languages with different writing systems: Chinese and…

Discusses four oral reading methods (Neurological Impress Method, Echo Reading, Repeated Readings, and Assisted Reading) in terms of their potential for building fluency. (Author/DB)

Discusses problems with oral reading, recommends standards to guide the selection of oral reading materials, and suggests nine directions to children to guide their rehearsal for oral reading. (DD)

Delineates arguments for and against oral reading instruction in developmental reading programs. The need for systematic research into the effects and potential benefits of various forms of oral reading instruction is stressed. (CM)

A college English professor turned children's poet discusses his approach to teaching poetry to children, which begins by recognizing the child as a person with an intellect. (AEA)

Suggests that the effects of teachers giving feedback to students during oral reading can be quite significant and that such feedback should be carefully analyzed for perceived meaning and purpose as well as for results. (TJ)

Suggests that by reading aloud, students may come to a greater awareness of the three subsystems of the English punctuation system--inclusion, sentence stops, and sentence marks. (HOD)

Argues that round robin reading is valuable because it prepares students for "the real world" by exposing them to boredom, teaching them to look alert when they are not, teaching the skills of oneupmanship, and teaching inference skills (since it often obscures the story line of a work). (FL)

This paper discusses the importance of scaffolding and other techniques in teaching reading. It details numerous ways to employ scaffolding, such as the following: a teacher may read aloud new passages while students follow along; a teacher may print new words on the chalkboard before students read a passage which uses the words; and teachers may…

A board member in an Iowa district explains the importance of presenting 4-minute summaries of educational news and trends at board meetings. In choosing items for presentation, she considers relevance, context, perspective, terminology, awareness, and national political developments. (MLH)

Research from various fields supports the crucial relationship of speech and writing. Experience with the Story Workshop used in composition classes can show how thinking, speaking, listening, reading, writing, recalling, and immediate audience focus can be integrated into every phase of the writing process. Activities must enable students find…