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If a child has good comprehension, but is not reading at grade level fluency, should working on fluency be the primary focus? Can any child's reading can be fully remediated regardless of the severity of their disability?

Question: 

If a child has good comprehension, but is not reading at grade level fluency, should working on fluency be the primary focus? Can any child's reading can be fully remediated regardless of the severity of their disability?

Answer: 

I think it makes sense to work on reading fluency even when a student has strong comprehension because reading fluently can help a student achieve well in the content areas and more learning more efficient. Research has not established that every student can be taught to read at acceptable levels. Presently, estimates are that, with excellent and highly intensive reading intervention, approximately 98% of the population (not including students with severe cognitive impairment) can be taught to read.

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"The man who does not read good books is no better than the man who can't." — Mark Twain