Read Two Impress Plus (R2I+) is a fluency-building routine involving students and a more experienced reader in an echo reading process using culturally and linguistically authentic texts. R2I+ was offered as a partnership-centered, culturally and linguistically affirming family engagement to improve the literacy proficiency of students, aged 7-12,…

Since Emmett Betts first devised a framework of independent, instructional, and frustration reading levels in the 1940s, these levels have played a large role in classroom assessment and instruction. It is important for teachers to have a deep understanding of the research that supports the reading level framework. This article identifies four key…

This article shares an oral reading practice that develops children's fluency skills, with a particular emphasis on performance reading and prosody. The authors share their experiences with Fluency Idol! as a way to engage young children by tapping into pop culture. The practice emphasizes repeated readings, feedback, practice, and…

Although they are valid and reliable, one-minute fluency measures are defining and capturing a reduced view of fluency as simply accuracy and rate in oral reading. Thus, they may lead astray our understanding of struggling readers' reading fluency development and instructional needs. Fluency is a complicated construct. The author discusses a…

Argues that teachers, diagnosticians, and other educators need to reevaluate their thinking about reading. (Author)

Offers reasons why teachers should focus on silent reading during instruction and use oral reading only for specific instructional purposes. (FL)

Describes how fourth- and fifth-grade students perform Shakespeare and improve their reading skills at the same time. (DD)

Suggests a modification of the miscue analysis procedure for the classroom teacher's use. (MKM)

Reviews the literature in the Educational Resources Information Center (ERIC). (RB)

Suggests that time spent analyzing insertions and omissions in oral reading diagnosis might be better used on the more frequent, more distortive substitutions. (MKM)

Presents a technique for use with large groups of children to provide them with practice in fluent reading. (FL)

Suggests ways in which teachers can make reading books to children an even more enjoyable experience for the students. (RB)

Concludes that self-correction is a positive indicator that the reader is comprehending. (RB)

Describes a means of diagnozing the reading miscues of elementary level readers. (RB)