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View the results of the updated 2017 study on oral reading fluency (ORF) by Jan Hasbrouck and Gerald Tindal, with compiled ORF norms for grades 1-6. You’ll also find an analysis of how the 2017 norms differ from the 2006 norms.
- Fluent, Automatic Reading of Text
Beginning readers must apply their decoding skills to...
- Fluency: Instructional Guidelines and Student Activities
In tape-assisted reading, students read along in their books...
- An Introduction
Fluency develops gradually over time and through practice....
- A Fundamental Foundational Skill
Introduction. According to Professor Bridget Dalton — a...
- Jan Hasbrouck
An accessible resource to help teachers understand the...
- Role of Speech-Language Pathologists
Literacy is an essential prerequisite to students’ academic...
- Connecting With Your Child's School
Welcome to the Reading Rockets teleconference series,...
- Summer Reading and Learning
So keeping children engaged, keeping them reading, keeping...
- Fluent, Automatic Reading of Text
First grade: 60 words (read correctly by the end of the year)* Second grade: 100 words (read correctly by the end of the year)* Third grade: 112 words (read correctly by the end of the year)* * 50th percentile. See the 2017 Fluency Norms Chart by Hasbrouck and Tindal for the complete set of scores.
Fluency is the ability to read a text correctly, at a good pace, and with appropriate expression. Find out what strategies are recommended to improve students’ fluency and how to incorporate those strategies at home and at school.
Reading fluency has been identified as a key component of proficient reading Research has consistently demonstrated significant and substantial correlations between reading fluency and overall reading achievement Despite the great potential
correlations between reading fluency and overall reading achievement Despite the great potential for fluency to have a significant outcome on students reading achievement it continues to be not well understood by teachers school
studies and approaches to reading fluency followed by chapters that explore actual fluency instruction models and the impact of fluency instruction Assessment of reading fluency is critical for monitoring progress and identifying students in need of
Let’s cut through the buzz around fluency and review what reading fluency is, why it is essential to ensure that our students have sufficient fluency, how fluency should be assessed, and how to best provide fluency practice and support for our students. We’ll start by defining fluency.
