Reading fluency involves a combination of reading rate and accuracy. Fluency involves reading smoothly and without hesitation and error. A number of instructional strategies can improve reading. The work of Curtis and Longo (1999) support three approaches: computer word recognition activities and word games, collaborative oral reading, and independent silent reading. The following strategies have also been found to improve reading fluency.

Download handout in mod1_9handout1.doc or in mod1_9handout1.pdf format.

Mercer, et al. (2000) describe the successful use of fluency building activities that include sound-symbol associations (phonics), recognition of high frequency words, and repeated reading of stories. The strategy that Mercer, et al. (2000) tested was authored by Campbell (1995) and entitled the Great Leaps Reading Program. In one-to-one sessions that lasted between 5 to 6 minutes a day each middle school participant spent between 1-2 minutes working on phonics, sight phrases, oral reading, and charting performance. Intervention groups lasted for 6-9 months, 10-18 months, or 19-24 months. Growth ranged between 2 to 3 years growth in grade level scores.

It is possible for students to improve in reading and still to fail in content areas. Some of the reasons for failure follow.

• Reading skill is still below the level needed in the content area.
• Poor transfer between reading instruction and content area reading.
• Lack of appropriate comprehension strategies to succeed in the content area.
• Inability to report or demonstrate knowledge acquired in the content area.

If content instruction is based on a single text and allows for little in-class discussion poor readers will fail unless extraordinary accommodations or assistance are in place. In content classes where there are multiple texts, student discussion is encouraged, students learn practical comprehension and memory strategies, and there are multiple avenues for the demonstration of knowledge and skills most poor readers can succeed. Unfortunately, studies show while secondary teachers support reader-centered classes that strive for concept understanding, issues of class control and required coverage result in classes that are teacher-centered, fact loaded, fast paced, and low in discussion.

Running counter to teacher-centered practices is the movement toward standards for student performance. The language of standards often assumes high student involvement. The words used in standards often expect that students can comprehend, interpret, evaluate, and apply concepts and knowledge.

The following list provides those content class elements that are commonly found and those that improve success for poor readers and for most secondary level students.

Download handout in mod1_9_handout2.doc or in mod1_9_handout2.pdf format.

Static Class	Productive Class
Single text	Multiple texts and modes of data delivery
Fact dominated	Concept dominated
Little pre-teaching of facts, concepts, and vocabulary.	Pre-teaching of facts, concepts, and vocabulary.
Teacher control and order	Learner-participant
Accountability testing	Tests of growth toward standards