Read NaturallyA Program Designed to Increase Reading Fluency

Presentation By:Gina DeLeo & Megan Doyle

Picture taken from: www.readnaturally.com

Fluency & No Child Left Behind(http://www.readnaturally.com/why/research_noChild.htm)

Put Reading First1. Developed from the National Reading

Panel Report2. Based on The Fab 53. “Repeated and monitored oral reading

improves reading fluency and overall reading achievement.”

4. Correlation between Fluency & Comprehension

Read Naturally in a RTI Model

• Read Naturally assessments provide reliable and valid data for determining which children are at risk for reading difficulty.

• As mentioned, provides research-based practices and intervention for students being served in a tiered model of service delivery.

(Read Naturally Assessments and Programs in a Response to Intervention Model, Implications for Reading Teachers in Response to Intervention )

Read Naturally(http://www.readnaturally.com/why/default.htm)

• Developed in the early 1990’s by reading teacher Candyce Ihnot

• Comprised of Fluency-building products

Picture taken from: www.readnaturally.com

What is Fluency?(http://www.readnaturally.com/why/default.htm)

• You can read as well as you can speak

• You can read without thinking about it

Picture taken from: www.homewood.k12.al.us

Who Needs Fluency Training(http://www.readnaturally.com/howto/whoNeeds.htm)

• Student reads haltingly• Student reads word-by-word• Student reads with little or no

expression• Student is unable to read an

unpracticed grade-level passage at the 50th percentile rate on the Reading Fluency Benchmark Assessor

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The Problem with Fluency(http://www.readnaturally.com/why/default.htm)

• Non-fluent readers avoid reading falling farther behind

• Elementary school students read an average of only 7-8 minutes a day

• STUDENTS MUST READ TO BECOME

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Read Naturally Can Help!(http://www.readnaturally.com/why/howRnHelps.htm)

• Read Naturally is based on three research-based strategies for improving fluency:

• Teacher Modeling• Repeated Reading• Progress Monitoring

Picture taken from: http://www.clemson.edu/readingrecovery/images/lesson.jpg

Using the Right Words(http://www.readnaturally.com/why/research_mostFreqWords.htm)

• Fry’s 1000 most frequently used words are a big part of the passages used

• As levels get higher the words used get more challenging

• Good balance of both common and uncommon words to increase a child’s vocabulary

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Another Benefit: An Individualized Program (http://www.readnaturally.com/why/howRnHelps.htm)

• Students are always working on material that is appropriate for their own level

• Students at different levels can participate in the program at the same time

• Students do not have to wait or continue practicing stories they have already mastered while waiting for other students

• Students are able to select stories • Students can develop at their own pace• Students have less distraction from working with

other students and spend more time READING

The Steps(http://www.readnaturally.com/why/steps.htm)

1. Select a Story2. Read Along to the Key Words3. Write a Prediction4. Cold Timing5. Graph the Cold Timing Score6. Read Along to the Story 7. Practice Reading the Story8. Answer the Questions9. Pass Timing10. Graph the Pass Timing Score11. Retell the Story12. Practice and Pass the Word

Lists

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Tips For Teachers(http://www.readnaturally.com/howto/ideas_classroom.htm)

• Making Predictions• Separating Stories by

Sounds• Using Headphones• Dividers for Privacy• Parent Signatures• Student SurveysPicture taken from: dialog.ua.edu

What about ESL Students?(http://www.readnaturally.com/why/research_ell.htm)

• Comprehensible Input• Low Anxiety Setting• Messages Students Want

to Hear• Allow Students to

Produce the Language at their own Speed

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References

• www.readnaturally.com

• Implications for Reading Teachers in Response to Intervention (RTI) . Retrieved September 1, 2007, from www.reading.org Web site: http://www.reading.org/downloads/resources/rti0707_implications.pdf

• Read Naturally Assessments and Programs in a Response to Intervention Model. Retrieved September 1, 2007, www.readnaturally.com Web site: http://www.readnaturally.com/pdf/RTIwhitepaper_sample.pdf