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Fluency

Can I Still Rely on the National Reading Panel Report?

Teacher question:

I coordinate reading interventions for my district. I have been told to stop referring to the National Reading Panel, as it is old and no longer relevant. Our universal screener is based on the 5 components of reading, and our basal interventions are also aligned to the "big 5". I don't think there is any way for me to stop referencing the NRP. Would you please comment?

Shanahan's response: 

Everything You Wanted to Know about Repeated Reading

We’re in the dog days of summer. Not many questions coming in right now — normal for periods when schools aren’t in session. But the following query came to me this week from Ireland via Twitter.

Teacher question:

Any link to how the Repeated Reading strategy works? How long text can be repeated, how long can text be, depends on accuracy? 

Shanahan’s response:

Language at the Speed of Sight—On Cueing Systems, Phonemes, Speed Reading, and Sequences of Learning

A few months ago, I read Mark Seidenberg’s Language at the Speed of Sight. Seidenberg is a psychologist who studies reading, and his book is remarkably intelligent, frank, and witty. I think there is an occasional mistake or ambiguity here and there, but overall I was mesmerized.

How Do You Make a Good Reader? Just the Basics

Teacher question:

What makes good readers? What are kids lacking making them not so good readers?

Shanahan's response:

An Interview with Author Erica Perl

Erica Perl

A native of Vermont, Erica S. Perl now lives in Washington, D.C., where she writes a range of books for young readers. She has done very funny picture books, novels for middle grade as well as books for young adults, and most recently a novel in play form,

Reading in the Spotlight

Welcome Madelyn Rosenberg to Book Life! Madelyn is a mom, journalist, and the author of nine books for children. Her newest book, This Is Just a Test, with Wendy Wan-Long Shang, comes out on June 27.

Oral Reading Fluency Is More than Speed

Letter to Shanahan:
 
I found these troubling quotes in the Report of the National Reading Panel:
 
"Fluency, the ability to read a text quickly, accurately, and with proper expression..."
 
"Fluent readers can read text with speed, accuracy, and proper expression..."
 

Why an Overemphasis on Foundational Reading Skills Isn't Healthy for Kids

Principal's question:

District leadership has advised primary teachers to focus on the Foundational Skills Strand, and de-emphasize the other strands. The belief is that if students go into Grade 3 having mastered foundational skills, they will be prepared to master the rigor of the other strands.

Are Oral Reading Norms Accurate with Complex Text?

Teacher Question: A question has come up that I don't know how to address and I would love your input. For years, we have used the Hasbrouck/Tindal fluency norms as one of the ways we measure our student's reading progress. For example, the 4th grade midyear 50th percentile is 112 CWPM. The fourth grade team has chosen a mid-year running record passage and is finding that many of students have gone down instead of up in their CWPM. 

Teaching Reading Comprehension and Comprehension Strategies

Teacher question: In terms of teaching comprehension to grade 3-5 students, what is the best way to help the readers transfer the strategies they are taught so they can be independent, self-regulated readers?

Shanahan's response:  If you want to teach reading comprehension strategies to on-grade level students between the ages of 8-10, we have a pretty good idea of how to do that successfully. The teaching of strategies is a good focus as well, given the large amount of research showing that strategy instruction can be beneficial.

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"The more that you read, the more things you will know. The more you learn, the more places you'll go." — Dr. Seuss