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Fluency First Grade Teacher Reading Academy These materials are copyrighted © by and are the property of the University of Texas System and the Texas Education Agency. ©2009

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Page 1: First Grade Teacher Reading Academy - Fluencybuildingrti.utexas.org/sites/default/files/documents/1TRA_Fluency.pdf · First Grade Teacher Reading Academy ... Depending on the measure,

Fluency

First Grade Teacher Reading Academy

These materials are copyrighted © by and are the property of the University of Texas System and the Texas Education Agency. ©2009

Page 2: First Grade Teacher Reading Academy - Fluencybuildingrti.utexas.org/sites/default/files/documents/1TRA_Fluency.pdf · First Grade Teacher Reading Academy ... Depending on the measure,

1TRA: Fluency Handout 1 (1 of 2)

Student: ________________________________ Pre Post Guided Practice

Instructor: ______________________________ Independent Practice 1 2 3

The Fir Tree

Out in the woods stood a nice little fir tree. The place he had was a

very good one: the sun shone on him. As to fresh air, there was enough of

that, and round him grew many large-sized comrades, pines as well as firs.

But the little fir wanted so very much to be a grown-up tree.

He did not think of the warm sun and of the fresh air; he

did not care for the little cottage children that ran about and prattled when

they were in the woods looking for wild strawberries.

16

32

46

60

74

88

97

Project MAINSTEP ORF Study

©2009 University of Texas System/Texas Education Agency

Page 3: First Grade Teacher Reading Academy - Fluencybuildingrti.utexas.org/sites/default/files/documents/1TRA_Fluency.pdf · First Grade Teacher Reading Academy ... Depending on the measure,

1TRA: Fluency Handout 1 (2 of 2)

Student: ________________________________ Pre Post Guided Practice

Instructor: ______________________________ Independent Practice 1 2 3

The Fir Tree Answer Key

Out in the woods stood a nice little fir tree. The place he had was a 16

very good one: the sun shone on him. As to fresh air, there was enough of 32

that, and round him grew many large-sized comrades, pines as well as firs. 46

But the little fir wanted so very much to be a grown-up tree. 60

He did not think of the warm sun and// of the fresh air; he 74

did not care for the little cottage children that ran about and prattled when 88

they were in the woods looking for wild strawberries. 97

TEXT HOW MISREAD fir fair to the fresh fa enough egen comrades cond as are well very firs fair fir fair a the grown ground warm warms

Student stopped reading after one minute here: //. ©2009 University of Texas System/Texas Education Agency

Page 4: First Grade Teacher Reading Academy - Fluencybuildingrti.utexas.org/sites/default/files/documents/1TRA_Fluency.pdf · First Grade Teacher Reading Academy ... Depending on the measure,

1TRA: Fluency Handout 2 (1 of 1)

Determining Word-Reading Accuracy Count as Errors Do not count as Errors

omissions self-corrections (within three seconds)

substitutions insertions

hesitations (more than three seconds) repetitions

mispronunciations (including proper nouns)

reversals

Number of words read _____

Number of errors - _____

Number of words read correctly _____

Number of words read correctly

_______

Circle one: INDEPENDENT

(95%-100%)

/

/

Number of words read

_______

INSTRUCTIONAL

(90%-94%)

= % accurate

= _______

FRUSTRATIONAL

(<90%)

Determining Rate

Number of words read in one minute _____

Number of errors - _____

Number of words read correctly in one minute _____

Grade %ile Fall WCPM Winter WCPM Spring WCPM

1 90

75

50

81

47

23

111

82

53

2 90

75

50

106

79

51

125

100

72

142

117

89

3 90

75

50

128

99

71

146

120

92

162

137

107

©2009 University of Texas System/Texas Education Agency

Page 5: First Grade Teacher Reading Academy - Fluencybuildingrti.utexas.org/sites/default/files/documents/1TRA_Fluency.pdf · First Grade Teacher Reading Academy ... Depending on the measure,

1TRA: Fluency Handout 3 (1 of 3)

Marking Fluency Errors

Errors may include:

Omissions: leaving out a word or words

Substitutions: saying another word in place of the word in the text

Hesitations: stopping or hesitating for more that three seconds, at which point the teacher provides the word. This is only counted as an error if the teacher provides the word (which s/he should do after 3 seconds when doing a fluency assessment)

Misproununciations: leaving off or adding endings, or mispronouncing the word in a way that no longer makes sense. Depending on the measure, mispronunciations of proper nouns may or may not be counted as errors.

Note: If a child has a speech issue in which he regularly replaces one sound (i.e., /f/) for another (i.e., /th/), it should not be counted as an error.

Reversals: changing the order of two or more words in a sentence

Nonerrors may include:

Self-corrections: realizing and correcting an error within three seconds

It is important to note that insertions and repetitions may or may not be counted as errors depending on the measure used.

Insertions: adding an extra word which is not in print

Repetitions: repeating a word that appears in print

©2009 University of Texas System/Texas Education Agency

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1TRA: Fluency Handout 3 (2 of 3)

Marking Fluency Errors

Directions: Read the text below and how the student misread it. Write the letter for the error the student made. Then decide if the error is counted in the fluency measure.

A. Mispronunciation B. Substitution C. Insertion D. Repetition E. Reversal F. Hesitation G. Self-correction H. Omission

TEXT HOW MISREAD KIND OF ERROR

IS ERROR COUNTED?

She saw a cat. She saw a scary cat. ___ ___

I see the worm. I see the word. ___ ___

He went to town. He went to tent . . . town. (changed within 3 seconds) ___ ___

I see a bird. I see a birb. ___ ___

He had a beach ball. He had a beach ball, a beach ball. ___ ___

I was walking in a park. I saw walking in a park. ___ ___

I like his kindness. I like his . . . (3-second pause) ___ ___

She went to school. She went school. ___ ___

©2009 University of Texas System/Texas Education Agency

Page 7: First Grade Teacher Reading Academy - Fluencybuildingrti.utexas.org/sites/default/files/documents/1TRA_Fluency.pdf · First Grade Teacher Reading Academy ... Depending on the measure,

1TRA: Fluency Handout 3 (3 of 3)

Marking Fluency Errors Answer Key

TEXT HOW MISREAD KIND OF ERROR

IS ERROR COUNTED?

She saw a cat. She saw a scary cat. _C_ No

I see the worm. I see the word. _B_ Yes

He went to town. He went to tent . . . town. (changed within 3 seconds) _G_ No

I see a bird. I see a birb. _A_ Yes

He had a beach ball. He had a beach ball, a beach ball. _D_ No

I was walking in a park. I saw walking in a park. _E_ Yes

I like his kindness. I like his . . . (3-second pause) _F_ Yes

She went to school. She went school. _H_ Yes

©2009 University of Texas System/Texas Education Agency

Page 8: First Grade Teacher Reading Academy - Fluencybuildingrti.utexas.org/sites/default/files/documents/1TRA_Fluency.pdf · First Grade Teacher Reading Academy ... Depending on the measure,

Handout 3 (1 of 2)1TRA: Fluency

©2009 University of Texas System/Texas Education Agency

         

 

 

 

 

 

                                                           

                                                                  

                                            

                                 

                                                                                         

 

                                                       

                                                 

                                                                            

                                

 

 

 

   

 

 

 

 

 

 

 

 

   

 

 

 

 

 

 

 

 

   

 

 

 

 

 

1TRA: Fluency Handout 4 (1 of 1)

Determining Word-Reading Accuracy Count as Errors Do not count as Errors

omissions self-corrections (within three seconds)

substitutions insertions

hesitations (more than three seconds) repetitions

mispronunciations (including proper nouns)

reversals

Number of words read

Number of errors  

Number of words read correctly

 _____

- _____

 _____

69 12 57

Number of words read correctly

_______ 57 /

 Number of words read

 _______69 =

 = 

 % accurate

 _______ 83%

Circle one:  INDEPENDENT INSTRUCTIONAL

(95%-100%)    (90%-94%) 

FRUSTRATIONAL

 (<90%)

Determining Rate

Number of words read in one minute _____ 69

Number of errors   - _____ 12

Number of words read correctly in one minute  _____ 57

Grade %ile Fall WCPM Winter WCPM Spring WCPM

1 90

75

50

81

47

23

111

82

53

2 90

75

50

106

79 

51 

125

100

72

142

117

89

3 90

75

50

128

99 

71 

146

120

92

162

137

107

©2009 University of Texas System/Texas Education Agency

Page 9: First Grade Teacher Reading Academy - Fluencybuildingrti.utexas.org/sites/default/files/documents/1TRA_Fluency.pdf · First Grade Teacher Reading Academy ... Depending on the measure,

1TRA: Fluency Handout 5 (1 of 1)

Adapted Version of NAEP’s Oral Reading Fluency Scale Fl

uent

Level 4 Reads primarily in larger, meaningful phrase groups. Although some regressions, repetitions, and deviations from text may be present, these do not appear to detract from the overall structure of the story. Preservation of the author’s syntax is consistent. Some or most of the story is read with expressive interpretation.

Level 3 Reads primarily in three- or four-word phrase groups. Some small groupings may be present. However, the majority of phrasing seems appropriate and preserves the syntax of the author. Little or no expressive interpretation is present.

Non

flue

nt

Level 2 Reads primarily in two-word phrases with some three- or four-word groupings. Some word-by-word reading may be present. Word group­ings may seem awkward and unrelated to larger context of sentence or passage.

Level 1 Reads primarily word-by-word. Occasional two-word or three-word phrases may occur—but these are infrequent and/or they do not preserve meaningful syntax.

Daane, M.C., Campbell, J.R., Grigg, W.S., Goodman, M.J., & Oranje, A. (2005). Fourth-Grade Students Reading Aloud: NAEP 2002 Special Study of Oral Reading (NCES 2006-469). U.S. Department of Education. Institute of Education Sciences, National Center for Education Statistics. Washington, DC: Government Printing Office.

©2009 University of Texas System/Texas Education Agency

Page 10: First Grade Teacher Reading Academy - Fluencybuildingrti.utexas.org/sites/default/files/documents/1TRA_Fluency.pdf · First Grade Teacher Reading Academy ... Depending on the measure,

_________

_________

Handout 6 (1 of 5)1TRA: Fluency

Letter Name and Letter Sound Fluency Charts

©2009 University of Texas System/Texas Education Agency

Page 11: First Grade Teacher Reading Academy - Fluencybuildingrti.utexas.org/sites/default/files/documents/1TRA_Fluency.pdf · First Grade Teacher Reading Academy ... Depending on the measure,

Handout 6 (2 of 5)1TRA: Fluency

Letter Naming/ Sound Fluency

Aa-Hh

H b e g c E B C f D d B D C b h A F G H A h c g a e E f d B D C f d F e H G g a G e B H c b C f d A b E c g a D e F G h F C A d h E B a D c h a H G A D g c H f E f e B C b h B F d a c D g E d F e G H B E b G h F a C f A

©2009 University of Texas System/Texas Education Agency

Page 12: First Grade Teacher Reading Academy - Fluencybuildingrti.utexas.org/sites/default/files/documents/1TRA_Fluency.pdf · First Grade Teacher Reading Academy ... Depending on the measure,

Handout 6 (3 of 5)1TRA: Fluency

Letter Naming/ Sound Fluency

Aa-Qq

p E b O K h F l n B M i d A q I o N L f a c G Q k P m C g c j K b l J C q e H a P m B d N o M k p i e L e F g E d c A G O D f H n l b J f Q g b I O a C h M F j n q E k Q h B p d K h J o i H N j G m g L a A c f D P I e C

©2009 University of Texas System/Texas Education Agency

Page 13: First Grade Teacher Reading Academy - Fluencybuildingrti.utexas.org/sites/default/files/documents/1TRA_Fluency.pdf · First Grade Teacher Reading Academy ... Depending on the measure,

Handout 6 (4 of 5)1TRA: Fluency

Letter Naming/ Sound Fluency

Aa-Zz

I m A q M e X K b E f j Q x a U h b P y u C h J z G k D g O H d W S p N u V T n r P c w F c L a s I Z e D Y t B o d R p f l M b m e K i n d J t W v L j x Q c A o X E y U r C q N Y O g z S w R f Z V G l B a k H v s F i T

©2009 University of Texas System/Texas Education Agency

Page 14: First Grade Teacher Reading Academy - Fluencybuildingrti.utexas.org/sites/default/files/documents/1TRA_Fluency.pdf · First Grade Teacher Reading Academy ... Depending on the measure,

Handout 6 (5 of 5)1TRA: Fluency

Letter Naming/ Sound Fluency

Aa-Zz

a D W n K T C i q F Q v e M t y Y x O m z h A p g J d E V f U r j L l S k N b X D H E d F z c u G A Z x R n t s B o Y P B C q O I X v T j w S y U C a t M i A r K f G Q c D h e w J o W Z l N m V g R u I P s B k L p H b E

©2009 University of Texas System/Texas Education Agency

Page 15: First Grade Teacher Reading Academy - Fluencybuildingrti.utexas.org/sites/default/files/documents/1TRA_Fluency.pdf · First Grade Teacher Reading Academy ... Depending on the measure,

_________

_________

1TRA: Fluency Handout 7 (1 of 10)

High-Frequency Word Fluency Charts

©2009 University of Texas System/Texas Education Agency

Page 16: First Grade Teacher Reading Academy - Fluencybuildingrti.utexas.org/sites/default/files/documents/1TRA_Fluency.pdf · First Grade Teacher Reading Academy ... Depending on the measure,

1TRA: Fluency Handout 7 (2 of 10)

Sight Word Fluency 10 words in 25% of text

a and in is it of that the to you in it a the that

and to is you of that the it a in you is to and the in a that of to to you and it is it in the that a is of you to and a that it the in

©2009 University of Texas System/Texas Education Agency

Page 17: First Grade Teacher Reading Academy - Fluencybuildingrti.utexas.org/sites/default/files/documents/1TRA_Fluency.pdf · First Grade Teacher Reading Academy ... Depending on the measure,

1TRA: Fluency Handout 7 (3 of 10)

Sight Word Fluency

Dolch #1

the to and he a I you it of in

was said his that she for on they but had at him with up all

look is her you said on to that of he the for with but had all they it and up in look his him she is a her at was

©2009 University of Texas System/Texas Education Agency

Page 18: First Grade Teacher Reading Academy - Fluencybuildingrti.utexas.org/sites/default/files/documents/1TRA_Fluency.pdf · First Grade Teacher Reading Academy ... Depending on the measure,

1TRA: Fluency Handout 7 (4 of 10)

Sight Word Fluency

Dolch #2

there be out as some have go we am then little do down can could

when did what so see not were get them one

this my like down we as when do see could

little so some am get can were did not this one be there go out then like have them what

©2009 University of Texas System/Texas Education Agency

Page 19: First Grade Teacher Reading Academy - Fluencybuildingrti.utexas.org/sites/default/files/documents/1TRA_Fluency.pdf · First Grade Teacher Reading Academy ... Depending on the measure,

1TRA: Fluency Handout 7 (5 of 10)

Sight Word Fluency

Dolch #3

would me will yes big went are come if now long no came ask very an over your its ride

into just blue red from good any about very big will if come your long

came just ride are into over an would blue red went now good no me any yes from its ask

©2009 University of Texas System/Texas Education Agency

Page 20: First Grade Teacher Reading Academy - Fluencybuildingrti.utexas.org/sites/default/files/documents/1TRA_Fluency.pdf · First Grade Teacher Reading Academy ... Depending on the measure,

1TRA: Fluency Handout 7 (6 of 10)

Sight Word Fluency

Dolch #4

around want don't how know

right put too got take

where every pretty jump green

four away old by their here saw call after well think ran let every how

take jump don't too old

want their four here ran

well every after around call got know let how pretty

jump by where think take

put away saw green right

©2009 University of Texas System/Texas Education Agency

Page 21: First Grade Teacher Reading Academy - Fluencybuildingrti.utexas.org/sites/default/files/documents/1TRA_Fluency.pdf · First Grade Teacher Reading Academy ... Depending on the measure,

1TRA: Fluency Handout 7 (7 of 10)

Sight Word Fluency

Dolch #5

help make going sleep brown

yellow five six walk two

or before eat again play

who been may stop off never seven eight cold today

fly myself round two before

walk eat sleep again five

been stop seven six who

today help cold may make

yellow play fly brown eight off myself going never or

©2009 University of Texas System/Texas Education Agency

Page 22: First Grade Teacher Reading Academy - Fluencybuildingrti.utexas.org/sites/default/files/documents/1TRA_Fluency.pdf · First Grade Teacher Reading Academy ... Depending on the measure,

1TRA: Fluency Handout 7 (8 of 10)

Sight Word Fluency

Dolch #6

tell first black

goes soon

has much

much

try

white write made find

does

keep

new

ten

always

run

only

must

give

must does drink

gave

write

drink

work

start bring

once

open

give

start always

has keep

run

goes white

soon

tell new

made

first open

find

black

gave

try

once

ten

work

bring

©2009 University of Texas System/Texas Education Agency

Page 23: First Grade Teacher Reading Academy - Fluencybuildingrti.utexas.org/sites/default/files/documents/1TRA_Fluency.pdf · First Grade Teacher Reading Academy ... Depending on the measure,

1TRA: Fluency Handout 7 (9 of 10)

Sight Word Fluency

Dolch #7

us three our better hold

buy

those light kind

funny

done pick

both

warm

use

hurt sit

ate

fast pull which

full say

cut fall

carry

light hold

small better sit

under pull those

warm

done

ate

full our hurt

kind

funny

small

three fast cut

carry

pick

buy

say

which

both

fall us use

©2009 University of Texas System/Texas Education Agency

Page 24: First Grade Teacher Reading Academy - Fluencybuildingrti.utexas.org/sites/default/files/documents/1TRA_Fluency.pdf · First Grade Teacher Reading Academy ... Depending on the measure,

1TRA: Fluency Handout 7 (10 of 10)

Sight Word Fluency

Dolch #8

read why own found wash

slow hot because far live

draw clean grow best upon

these sing together please thank

wish many shall laugh wish

many draw because hot because

why grow these together wash

live these read best found

slow live thank laugh please

why found shall far own

upon draw sing thank clean

©2009 University of Texas System/Texas Education Agency

Page 25: First Grade Teacher Reading Academy - Fluencybuildingrti.utexas.org/sites/default/files/documents/1TRA_Fluency.pdf · First Grade Teacher Reading Academy ... Depending on the measure,

_________

_________

Handout 8 (1 of 25)1TRA: Fluency

High-Frequency Phrase Fluency Charts

©2009 University of Texas System/Texas Education Agency

Page 26: First Grade Teacher Reading Academy - Fluencybuildingrti.utexas.org/sites/default/files/documents/1TRA_Fluency.pdf · First Grade Teacher Reading Academy ... Depending on the measure,

Handout 8 (2 of 25)1TRA: Fluency

High-Frequency Phrase Fluency

List #1

the little boy a good boy

is about me then you give

was to come old and new

what we know that old man

in and out get the cat

good for you down at work

with his cat it was over

work on it can come here

they will go are so long

three of them before this one

your little boy as long as

but not me be here again

have been good

©2009 University of Texas System/Texas Education Agency

Page 27: First Grade Teacher Reading Academy - Fluencybuildingrti.utexas.org/sites/default/files/documents/1TRA_Fluency.pdf · First Grade Teacher Reading Academy ... Depending on the measure,

Handout 8 (3 of 25)1TRA: Fluency

High-Frequency Phrase Fluency

List #2

he is it I can go

they are here one by one

good and wet came with me

about a dog had a hat

three little dogs some good cake

up and down her green hat

say and do when they come

so I went my little house

very good girl all around

would you like any good book

have you been we are out

here and there from my mother

a nice day

©2009 University of Texas System/Texas Education Agency

Page 28: First Grade Teacher Reading Academy - Fluencybuildingrti.utexas.org/sites/default/files/documents/1TRA_Fluency.pdf · First Grade Teacher Reading Academy ... Depending on the measure,

Handout 8 (4 of 25)1TRA: Fluency

High-Frequency Phrase Fluency

List #3

to go home see the dog

then they went look at us

yes and no play with him

by the house he was going

come to me get the cat

in or out one, two, three

to the man like the book

in our car what do you

do you know make a book

which one is this much is

about his frog a little dog

he has it sit by them

how do you

©2009 University of Texas System/Texas Education Agency

Page 29: First Grade Teacher Reading Academy - Fluencybuildingrti.utexas.org/sites/default/files/documents/1TRA_Fluency.pdf · First Grade Teacher Reading Academy ... Depending on the measure,

Handout 8 (5 of 25)1TRA: Fluency

High-Frequency Phrase Fluency

List #4

who am I an old cat

in their car she has some

a new school he said it

did not go a good boy

three little dogs up and down

go to work put it out

we were there before you go

just one day about this long

here it is get the other

our old car then take it

can use it again and again

would give him day after day

many of them

©2009 University of Texas System/Texas Education Agency

Page 30: First Grade Teacher Reading Academy - Fluencybuildingrti.utexas.org/sites/default/files/documents/1TRA_Fluency.pdf · First Grade Teacher Reading Academy ... Depending on the measure,

Handout 8 (6 of 25)1TRA: Fluency

High-Frequency Phrase Fluency

List #5

saw a cat he let us

write the word stand on the

in the box the word is

we should could I go

never would come look at that

is my mother run out of

at school today with the people

came up to a tall girl

do not make find a rock

because it was all last night

into my room begin to say

I think that made me mad

on the back

©2009 University of Texas System/Texas Education Agency

Page 31: First Grade Teacher Reading Academy - Fluencybuildingrti.utexas.org/sites/default/files/documents/1TRA_Fluency.pdf · First Grade Teacher Reading Academy ... Depending on the measure,

Handout 8 (7 of 25)1TRA: Fluency

High-Frequency Phrase Fluency

List #6

such a big box much to eat

where it was want to say

I am not one year old

a great ball the white pine

yesterday morning got a cup

live in a wanted to play

four of them found his dog

then at last that was left

color the box bring her home

putting it away men were there

tall red hat as you wish

friend of the red and black

to look pretty

©2009 University of Texas System/Texas Education Agency

Page 32: First Grade Teacher Reading Academy - Fluencybuildingrti.utexas.org/sites/default/files/documents/1TRA_Fluency.pdf · First Grade Teacher Reading Academy ... Depending on the measure,

Handout 8 (8 of 25)1TRA: Fluency

High-Frequency Phrase Fluency

List #7

may come to should we do

he let us never would come

write the word two books each

these big chairs was the best

turn right at at another time

The word is it would seem

we should the pretty tree

her left hand was her name

more people can part of it

why not make the tall oak

is done better next to the

it was under please come to

while the rain

©2009 University of Texas System/Texas Education Agency

Page 33: First Grade Teacher Reading Academy - Fluencybuildingrti.utexas.org/sites/default/files/documents/1TRA_Fluency.pdf · First Grade Teacher Reading Academy ... Depending on the measure,

Handout 8 (9 of 25)1TRA: Fluency

High-Frequency Phrase Fluency

List #8

dog ran fast near the dog

five blue balls older than him

read very well in the open

over the hill kind and good

such a treat must go now

on the way high in the

eat too much far and near

shall sing for both of you

my own bed end of the

most of all would go also

sure am happy until we see

saw a thing call me now

only for fun

©2009 University of Texas System/Texas Education Agency

Page 34: First Grade Teacher Reading Academy - Fluencybuildingrti.utexas.org/sites/default/files/documents/1TRA_Fluency.pdf · First Grade Teacher Reading Academy ... Depending on the measure,

Handout 8 (10 of 25)1TRA: Fluency

High-Frequency Phrase Fluency

List #9

go ask her please don’t run

a small tree a fast race

a yellow box a cold day

you may show must call today

it goes there does come back

please clean this a pretty face

buy a present little green box

say thank you go to bed

they will sleep I like brown

open the letter your red coat

jump the wall six people ran

by myself gave a gift

go fly high

©2009 University of Texas System/Texas Education Agency

Page 35: First Grade Teacher Reading Academy - Fluencybuildingrti.utexas.org/sites/default/files/documents/1TRA_Fluency.pdf · First Grade Teacher Reading Academy ... Depending on the measure,

Handout 8 (11 of 25)1TRA: Fluency

High-Frequency Phrase Fluency

List #10

the black hat sit on the

in his ear the black dog

write a letter can you ride

to try it hot and cold

as for myself grow the seed

can no longer do not cut

those were clean seven people came

hold on tight the pretty woman

full of water the funny monkey

please carry it yes it is

eight little ducks as he ate

would you sing stop your car

food was warm

©2009 University of Texas System/Texas Education Agency

Page 36: First Grade Teacher Reading Academy - Fluencybuildingrti.utexas.org/sites/default/files/documents/1TRA_Fluency.pdf · First Grade Teacher Reading Academy ... Depending on the measure,

Handout 8 (12 of 25)1TRA: Fluency

High-Frequency Phrase Fluency

List #11

off his ship around the yard

his sister went close the door

my happy mother the bedroom wall

once I went gave some money

he didn’t go turn the corner

set the table might be late

round and round hard, long trail

dress the baby go to bed

fail the test fine black line

wash the clothes along the way

car will start sat on the chair

always ready to go I hope you

anything to wear

©2009 University of Texas System/Texas Education Agency

Page 37: First Grade Teacher Reading Academy - Fluencybuildingrti.utexas.org/sites/default/files/documents/1TRA_Fluency.pdf · First Grade Teacher Reading Academy ... Depending on the measure,

Handout 8 (13 of 25)1TRA: Fluency

High-Frequency Phrase Fluency

List #12

start the fire clothes are dry

ten little boys through he went

was an order at three o’clock

part was missing second not last

the early bird water is warm

the fat cat the little town

a third team took off his

was the same pair of mittens

were in love now getting dark

can you hear want to keep

yesterday he came head and neck

eyes are blue warm the food

door was open

©2009 University of Texas System/Texas Education Agency

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Handout 8 (14 of 25)1TRA: Fluency

High-Frequency Phrase Fluency

List #13

the story told across the ocean

miss the bus a fenced yard

with his father a winter morning

the children moved a round table

reached the land a bedtime story

with an interest in the government

because I’m through sometimes I run

within two feet tried to run

the pretty garden rode the horse

to be done something for her

the country house brought the salad

different from them the dancing shoes

the bad men

©2009 University of Texas System/Texas Education Agency

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Handout 8 (15 of 25)1TRA: Fluency

High-Frequency Phrase Fluency

List #14

time after time a few came

has come yet hit the ball

true or false under the cover

above the door the open window

still, cool water store the box

meet me at in the city

since we started are we together

a number of the bright sun

please state your all my life

does it matter across the street

draw the line at the party

different from them the pretty shoes

the good men

©2009 University of Texas System/Texas Education Agency

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Handout 8 (16 of 25)1TRA: Fluency

High-Frequency Phrase Fluency

List #15

said the word feel the fur

was almost lost during the storm

he quickly thought already had gone

sent the letter to one hundred

receive the gift for the week

had to pay walked between them

better than nothing hard to change

what I need being at home

mean to cry care and feeding

spoke too late the right answer

only finished half an interesting course

afraid to fight voted against it

was strong enough

©2009 University of Texas System/Texas Education Agency

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Handout 8 (17 of 25)1TRA: Fluency

High-Frequency Phrase Fluency

List #16

wear your coat it all began

Mr. and Mrs. clean air is

in the side young and old

the poor boy was long ago

lost his book around the world

was cold outside the airplane flew

the wind howled without his lunch

Mrs. Brown said do not kill

we learn by ready set go

held the book please stay away

only finished half an interesting course

afraid to fight voted for it

was strong enough

©2009 University of Texas System/Texas Education Agency

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Handout 8 (18 of 25)1TRA: Fluency

High-Frequency Phrase Fluency

List #17

hour by hour please talk louder

be glad that when we want

follow directions to the bank

your have company ship the box

would you believe his business is

begin at once the whole thing

do you mind a short stop

pass the meat make certain that

try to reach was not fair

next month we give the reason

at this point it’s almost summer

rest and relax fill your glass

he sent it

©2009 University of Texas System/Texas Education Agency

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Handout 8 (19 of 25)1TRA: Fluency

High-Frequency Phrase Fluency

List #18

grade your paper sing the note

my big brother time is past

remain there until find her room

glass of milk flew overhead

several years ago at his office

the long war the cow stood

are you able will you visit

please change it wait in line

either you come the teacher said

change was less is almost spring

train the dog picture was gone

does it cost the blue bird

in the evening

©2009 University of Texas System/Texas Education Agency

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Handout 8 (20 of 25)1TRA: Fluency

High-Frequency Phrase Fluency

List #19

fry an egg when you add

on the ground the dripping ice

a warm afternoon broke the car

feed the sheep watch for children

the boat trip left all alone

plan his work to bend low

the question is broke her arm

the biggest fish dinner was cold

return the gum hair is brown

call him sir service the car

would not tell in class today

the huge hill was quite short

The wet wood

©2009 University of Texas System/Texas Education Agency

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Handout 8 (21 of 25)1TRA: Fluency

High-Frequency Phrase Fluency

List #20

spell a word a tall lady

my big brother time is past

remain there until find her room

glass of milk flew overhead

several years ago at his office

the long war the cow stood

are you able will you visit

please change it wait in line

either you come the teacher said

change was less is almost spring

train the dog picture was gone

does it cost the blue bird

in the evening

©2009 University of Texas System/Texas Education Agency

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Handout 8 (22 of 25)1TRA: Fluency

High-Frequency Phrase Fluency

List #21

became a man minute by minute

a fat body a loud ring

take a chance who wrote it

act right now make it happen

it will die let’s appear happy

in real life a big heart

must speak out can swim fast

it already ended a felt hat

a good doctor the fourth hour

please step up I’ll say it

all by itself kept a long time

had nine lives a deep well

the baby turtle

©2009 University of Texas System/Texas Education Agency

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Handout 8 (23 of 25)1TRA: Fluency

High-Frequency Phrase Fluency

List #22

could see herself study the book

have an idea a great fear

drop the pin move your car

the wide river she stood outside

her smile glowed as for himself

son and daughter the strong man

the bat flew for they knew

is a fact every so often

sort the clothes toward the end

king of hearts filled with wonder

the dark street twenty black birds

kept to themselves it was important

whose coat is

©2009 University of Texas System/Texas Education Agency

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Handout 8 (24 of 25)1TRA: Fluency

High-Frequency Phrase Fluency

List #23

demand a pencil a tomato plant

however you want can you suppose

in this case by the law

can you figure was her husband

increase your work just that moment

enjoy your study my favorite person

rather than walk a sad result

sound it out he could continue

eleven comes next the lowest price

music in words to serve well

a human being the national anthem

in the court wife and mother

may the force

©2009 University of Texas System/Texas Education Agency

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Handout 8 (25 of 25)1TRA: Fluency

High-Frequency Phrase Fluency

List #24

was my aunt he rode the

her system was is my uncle

he will lie the labor force

the cause was in public court

will she marry I will consider

it is possible it happened thus

I will study was the least

one thousand more she has power

in the pen made a mark

his condition was will be president

she said perhaps a nice voice

she will produce must ask whether

it was twelve

©2009 University of Texas System/Texas Education Agency

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©2009 University of Texas System/Texas Education Agency

1TRA: Fluency Handout 9 (1 of 1)

Providing Instructional Feedback

Prompts to help students notice errors Prompts to help students find errors

Check to see if that looks/sounds right. There is a tricky word on this line. You’re nearly right. Try that again. Try it another way. You’ve almost got that. See if you can find what is wrong.

Find the part that’s not right. Look carefully to see what’s wrong. You noticed something was wrong. Where is the part that’s not right? What made you stop? Can you find the problem spot?

Prompts to help students fix errors Prompts to help students write words

What do you hear first? Next? Last? What word starts with those letters? Do you think it looks/sounds like_______? What does an e do at the end of a word? What do you know that might help? What could you try? You said _______. Does that make sense? Can you think of a better way to say ________? (Repeat what child said)

You have only one letter to change. That sounds right, but does it look right? One more letter will make it right. It starts like that. Now check the last part. Did you write all the sounds you hear? Did you write a vowel for each syllable? What do you hear first? Next? Last? It starts (ends) like _____. There’s a silent letter in that word.

Prompts of Encouragement

I like the way you worked that out. The results are worth all your hard work. You’ve come a long way with this one. That was some quick thinking. That looks like an impressive piece of work. You’re right on target. You’re on the right track now. That’s an interesting way of looking at it. Now you’ve figured it out. That’s quite an improvement. That is quite an accomplishment.

That’s a powerful argument. That’s coming along. You’re really settling down to work. You’ve shown a lot of patience with this. You’ve been paying close attention. You’ve put in a full day today. I knew you could finish it. You make it look so easy. You’ve really tackled that assignment. This shows you’ve been thinking/working. It looks like you’ve put a lot of work into this.

Adapted from Fountas, I. C., & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann; Fry, E. B., Kress, J. E., & Fountoukidis, D. L. (1993). The reading teacherʼs book of lists (3rd ed.). Paramus, NJ: Prentice Hall; Pinnell, G. S., & Fountas, I. C. (1998). Word matters: Teaching phonics and spelling in the reading/writing classroom. Portsmouth, NH: Heinemann.

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©2009 University of Texas System/Texas Education Agency

1TRA: Fluency Handout 10 (1 of 1)

Monitoring Reading Fluency

Materials: Two copies of text (one for recording errors and one for the student to read) Optional: Stopwatch and tape recorder

Procedure: 1. Say: When I say begin, start reading at the top of the page.

Read across the page. (Demonstrate by pointing.) Try to read each word. If you come to a word you don’t know, I will tell it to you. Do your best reading. Are there any questions?

2. Say: Begin.

3. Start timing when the student begins reading aloud. If students “speed” read, stop and remind them: “Remember, do your best reading, not your fastest reading.”

4. Follow along on your copy. Put a slash (/) through words read incorrectly:

• Substitutions • Mispronunciations • Omissions • Hesitations > 3 seconds (Say the word for the student.) • Reversals

5. Do not count as errors:

• Insertions • Repetitions • Self-corrections

6. Stop timing at the end of one minute.

7. Mark the last word read by the student. You may allow the student to finish reading to the end of the passage.

Adapted from Bos, C. S., & Vaughn, S. (2002). Strategies for teaching students with learning and behavior problems (5th ed.). Boston, MA: Allyn & Bacon; Hasbrouck, J. E., & Tindal, G. (1992). Curriculum-based oral reading fluencynorms for students in grades two through five. Teaching Exceptional Children, 24(3), 41–44; Reutzel, D. R., & Cooter, R. B. (1999). Balanced reading strategies and practices: Assessing and assisting readers with special needs. Upper Saddle River, NJ: Prentice Hall.

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©2009 University of Texas System/Texas Education Agency

1TRA: Fluency Handout 11 (1 of 1)

Repeated-Reading Record

Name: _____________________________________ Date:_________________

Title: ____________________________________________________________

Pages read: _____________

1ST READING: # of words read: _______

Subtract # of errors: _______

Words correct per minute: _______

Graph results Practice reading 3 to 4 times

2ND READING: # of words read: _______

Subtract # of errors: _______

Words correct per minute: _______

Practice more or, if improved wpm, check out with teacher

3RD READING: # of words read: _______

Subtract # of errors: _______

Words correct per minute: _______

Graph results after teacher checkout

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1TRA: Fluency Handout 12 (1 of 1)

Fluency Progress Record

100

90

80

70

60

50

40

30

20

Title: ________________________ Level:________________________ Date: ________________________

100

90

80

70

60

50

40

30

20

Title: ________________________ Level:________________________ Date: ________________________

1 2 3 4 5 6 1 2 3 4 5 6

1 2 3 4 5 6

100

90

80

70

60

50

40

30

20

Title: ________________________ Level:________________________ Date: ________________________

100

90

80

70

60

50

40

30

20

Title: ________________________ Level:________________________ Date: ________________________

1 2 3 4 5 6

©2009 University of Texas System/Texas Education Agency

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30

1TRA: Fluency Handout 13 (1 of 1)

Fluency Monitoring Over Time W

ords

per

Min

ute

Name: ______________________________________________ 100

90

80

70

60

50

40

Title Level Date

1 2 3 4 5 6

Reading Sessions

©2009 University of Texas System/Texas Education Agency

20

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©2009 University of Texas System/Texas Education Agency

1TRA: Fluency Handout 14 (1 of 2)

Survey of Knowledge

Write the word(s) in the blank.

1. is the ability to read words quickly with accuracy and expression.

2. , with regard to fluency, is the ability to read words correctly.

3. is quick and accurate recognition of letters and words.

4. are texts that have been evaluated to establish text difficulty and grade appropriateness.

5. ______________________ gives information to teachers about how accurately a student can read a text. Reading levels are independent, instructional, and frustrational.

6. is the level at which a student reads with no more than one error in twenty words, with good comprehension.

7. is the level at which a student reads with no more than one error in ten words, with satisfactory comprehension.

8. ___________ is the appropriate use of intonation and phrasing, or reading with expression.

9. is the speed at which text is read.

10. stands for the number of words a student reads correctly per minute; it is used to determine a student’s fluency score.

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©2009 University of Texas System/Texas Education Agency

1TRA: Fluency Handout 14 (2 of 2)

Survey of Knowledge Answer Key

1. Fluency is the ability to read words quickly with accuracy and expression.

2. Accuracy , with regard to fluency, is the ability to read words correctly.

3. Automaticity is quick and accurate recognition of letters and words.

4. Grade-level texts are texts that have been evaluated to establish text difficulty and grade appropriateness.

5. Reading level gives information to teachers about how accurately a student can read a text. Reading levels are independent, instructional, and frustrational.

6. Independent level is the level at which a student reads with no more than one error in twenty words, with good comprehension.

7. Instructional level is the level at which a student reads with no more than one error in ten words, with satisfactory comprehension.

8. Prosody is the appropriate use of intonation and phrasing, or reading with expression.

9. Rate is the speed at which text is read.

10. WCPM stands for the number of words a student reads correctly per minute; it is used to determine a student’s fluency score.

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1TRA: Fluency Handout 15 (1 of 3)

References

Adams, M. J., & Bruck, M. (1995). Resolving the “great debate.” American Educator, 19, 7–12.

Armbruster, B. B., Lehr, F., & Osborn, J. (2001). Put reading first: The research building blocks for teaching children to read (3rd ed.). Jessup, MD: National Institute for Literacy.

Blachowicz, C., & Ogle, D. (2001). Reading comprehension: Strategies for independent learners. New York, NY: Guilford Press.

Bos, C. S., & Vaughn, S. (2002). Strategies for teaching students with learning and behavior problems (5th ed.). Boston, MA: Allyn & Bacon.

Carreker, S. (1999). Teaching reading: Accurate decoding and fluency. In J. R. Birsh (Ed.), Multisensory teaching of basic language skills (pp. 141–182). Baltimore, MD: Brookes.

Cunningham, A. E., & Stanovich, K. E. (1998). What reading does for the mind. American Educator, 22(1 & 2), 8–17.

Daane, M.C., Campbell, J.R., Grigg, W.S., Goodman, M.J., & Oranje, A. (2005). Fourth-Grade Students Reading Aloud: NAEP 2002 Special Study of Oral Reading (NCES 2006-469). U.S. Department of Education. Institute of Education Sciences, National Center for Education Statistics. Washington, DC: Government Printing Office.

Dowhower, S. L. (1991). Speaking of prosody: Fluency’s unattended bedfellow. Theory Into Practice, 30(3), 165–175.

Fielding, L., & Roller, C. (1992). Making difficult books accessible and easy books acceptable. The Reading Teacher, 45(9), 678–685.

Fountas, I. C., & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann.

Fry, E. B., Kress, J. E., & Fountoukidis, D. L. (1993). The reading teacher’s book of lists (3rd ed.). Paramus, NJ: Prentice Hall.

Fuchs, D., Fuchs, L. S., Mathes, P. G., & Simmons, D. C. (1997). Peer-assisted learning strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34(1), 174–206.

Fuchs, L. S., Fuchs, D., Hamlett, C. L., Walz, L., & Germann, G. (1993). Formative evaluation of academic progress: How much growth can we expect? School Psychology Review, 22(1), 27–48.

Gunning, T. G. (2002). Assessing and correcting reading and writing difficulties (2nd ed.). Boston, MA: Allyn & Bacon.

Harris, J. E., & Hodges, R. E. (1995). The literacy dictionary. Newark, DE: International Reading Association.

Hasbrouck, J. E., Ihnot, C., & Rogers, G. H. (1999). “Read naturally”: A strategy to increase oral reading fluency. Reading Research and Instruction, 39(1), 27–37.

Hasbrouck, J. E., & Tindal, G. (1992). Curriculum-based oral reading fluency norms for students in grades two through five. Teaching Exceptional Children, 24(3), 41–44.

©2009 University of Texas System/Texas Education Agency

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1TRA: Fluency Handout 15 (2 of 3)

Hasbrouck, J., & Tindal, G. A. (2005). Oral reading fluency: Ninety years of measurement (Tech. Rep. No. 33). Eugene, OR: University of Oregon, College of Education, Behavioral Research and Teaching.

Koskinen, P. S., Blum, I. H., Bisson, S. A., Phillips, S. M., Creamer, T. S., & Baker, T. K. (1999). Shared reading, books, and audiotapes: Supporting diverse students in school and at home. The Reading Teacher, 52(5), 430–444.

Kuhn, M. R., & Stahl, S. A. (2000). Fluency: A review of developmental and remedial practices (CIERA reprint No. 2-008). Ann Arbor, MI: Center for the Improvement of Early Reading Achievement.

Mastropieri, M. A., Leinart, A., & Scruggs, T. E. (1999). Strategies to increase reading fluency. Intervention in School and Clinic, 34(5), 278–283.

Meyer, M. S., & Felton, R. H. (1999). Repeated reading to enhance fluency: Old approaches and new directions. Annals of Dyslexia, 49, 283–306.

Moats, L. C. (2005). Teaching beginning spelling and writing: Module 1: Teaching beginning spelling and writing. Longmont, CO: Sopris West.

Moats, L. C. (2009). LETRS module 5: Getting up to speed: Developing fluency. Longmont, CO: Sopris West Educational Services.

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.

Opitz, M. F., & Rasinski, T. V. (1998). Good-bye round robin: 25 effective oral reading strategies. Portsmouth, NH: Heinemann.

Peregoy, S., & Boyle, O. (2001). Reading, writing and learning in ESL (3rd ed.). New York, NY: Addison-Wesley Longman.

Pinnell, G. S., & Fountas, I. C. (1998). Word matters: Teaching phonics and spelling in the reading/writing classroom. Portsmouth, NH: Heinemann.

Rasinski, T. V. (2000). Speed does matter in reading. The Reading Teacher, 54(2), 146–151.

Rasinski, T. V. (2003). The fluent reader: Oral reading strategies for building word recognition, fluency, and comprehension. New York, NY: Scholastic.

Rasinski, T. (2004). Effective reading strategies: Teaching children who find reading difficult. Upper Saddle River, NJ: Pearson/Prentice Hall.

Rasinski, T., & Padak, N. (1996). Five lessons to increase reading fluency. In L. Putnam (Ed.), How to become a better reading teacher: Strategies for assessment and intervention (pp. 255–265). Englewood Cliffs, NJ: Merrill.

Reutzel, D. R., & Cooter, R. B. (1999). Balanced reading strategies and practices: Assessing and assisting readers with special needs. Upper Saddle River, NJ: Prentice Hall.

Samuels, S. J. (1997). The method of repeated reading. The Reading Teacher, 50(5), 376–381.

Samuels, S. J. (2002). Reading fluency: Its development and assessment. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (pp. 166–183). Newark, DE: International Reading Association.

Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

©2009 University of Texas System/Texas Education Agency

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1TRA: Fluency Handout 15 (3 of 3)

The University of Texas at Austin. (n.d.). Welcome to project MAINSTEP oral reading fluency (ORF) extended practice. Retrieved September 29, 2009, from http://jabba.edb.utexas.edu/mainstep/orf

Vaughn, S., Chard, D., Bryant, D. P., Coleman, M., Tyler, B., Thompson, S., & Kouzekanani, K. (2000). Fluency and comprehension interventions for third-grade students: Two paths to improved fluency. RASE: Remedial and Special Education, 21(5).

Vaughn, S., & Linan-Thompson, S. (2004) Research-based methods of reading instruction, K–3. Alexandria, VA: Association for Supervision & Curriculum Development.

©2009 University of Texas System/Texas Education Agency