Fluency

How Important Is Reading Rate?

Teacher question: 

How much does reading speed matter?  And if it is important, what is the best way to develop it in our learners? I’ve heard that 100 wpm is the minimal speed for comprehension. Is that a real thing? I believe the average speed is 200 wpm. 

Shanahans response:

Phonics for Second-Language Learners?

Teacher letter:

Making Decisions About Which Intervention Is Best: A Case Study

Teacher question:

I wonder if you could comment on your blog about this crazy idea that the reading specialists should change the program every 12 weeks if a student is not showing growth on the one-minute reading fluency measure. I have second grade student who reads 80 wcpm with 97% accuracy. She made great growth in the fall but has leveled out this winter. She is being removed her from my “program” to Wilson because an outside evaluator said that is what she needs. What do you think?

Shanahan's response:

The New Reading Program Implementation Blues

Teacher question:

Are read-alongs (round robin, popcorn) a good idea?

Teacher question:

I'm a UK teacher; we use read-along here a lot (the teacher or pupils read a text to the whole class while the other pupils follow in their own text). There is a growing concern that this is ineffective for several reasons. Chief at the moment is that reading and listening simultaneously has a higher cognitive load than either independent reading or listening alone. What do you recommend?

Shanahan's response:

Creating an Effective Book Buddies Program: No More Magical Thinking

Teacher question:

How to Teach Fluency So That It Takes

Teacher question

I have a question regarding my school's reading program. My question today is about the reading portion of our literacy block and most specifically the partner reading and independent reading.

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.

Pages

"So please, oh PLEASE, we beg, we pray, go throw your TV set away. And in its place you can install, a lovely bookshelf on the wall." — Roald Dahl