1. Beth Harn & Rachell Katz Oregon Reading First Center Oregon Reading First Review of Supplemental and Intervention Programs: Summary by Essential Component Fluency

2. Harn & Katz © 2004 2 Acknowledgments  Oregon Department of Education  Institute for the Development of Educational Achievement, College of Education, University of Oregon  U.S. Department of Education, Office of Special Education Programs  Oregon Reading First Supplemental and Intervention Curriculum Review Panel

3. Harn & Katz © 2004 3 Content Development Content developed by: Beth A. Harn, Ph. D. College of Education University of Oregon Rachell Katz Oregon Reading First Regional Coordinator University of Oregon Additional support: Patrick Kennedy-Paine Katie Tate University of Oregon

4. Harn & Katz © 2004 4 Copyright  All materials are copy written and should not be reproduced or used without expressed permission of Dr. Edward J. Kame’enui or Dr. Deborah C. Simmons. Selected slides were reproduced from other sources and original references cited.

5. Harn & Katz © 2004 5 Schoolwide: Each & All Prevention Oriented Scientifically Based Results Focused IBR Foundational Features: Translating Research into Practice

6. Harn & Katz © 2004 6 Today’s Focus IBR Guiding Questions 1.Goals: What outcomes do we want for our students in our state, district, and schools? 2.Knowledge: What do we know and what guidance can we gain from scientifically based reading research? 3.Progress Monitoring Assessment: How are we doing? What is our current level of performance as a school? As a grade? As a class? As an individual student? 4.Outcome Assessment: How far do we need to go to reach our goals and outcomes? 5.Core Instruction: What are the critical components that need to be in place to reach our goals? 6.Differentiated Instruction: What more do we need to do and what instructional adjustments need to be made?

7. Harn & Katz © 2004 7 The objectives of today’s session are to: 1.Review items on the Supplemental/ Intervention (S/I) Consumer's Guide for fluency. 2.Review data on all S/I fluency programs. 3.Discuss overall strengths and weaknesses found in all S/I fluency programs. 4.Provide an overview of selected S/I fluency programs. Objectives: What You Will Learn and Do

8. Harn & Katz © 2004 8 Consumer’s Guide: Text Reading and Fluency Items

9. Harn & Katz © 2004 9 Consumer’s Guide: Text Reading and Fluency Items

10. Harn & Katz © 2004 10 Summary of Results

11. Harn & Katz © 2004 11 Summary of Results

12. Harn & Katz © 2004 12

13. Harn & Katz © 2004 13

14. Harn & Katz © 2004 14 Evidence of Sufficient Instructional Quality for Fluency Programs  Evidence for the following instructional criteria were strongly documented in many of the programs reviewed: Number Criterion 6.Passages contain high-frequency words that have been previously taught. 7. Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. 8. Includes sufficient independent practice of materials of appropriate difficulty for students to develop fluency.

15. Harn & Katz © 2004 15 Evidence of Insufficient Instructional Quality for Fluency Programs  Evidence for the following instructional criteria were absent in many of the programs reviewed: Number Criterion 1.Provides fluency practice at the word level. 2.Introduces passage reading soon after students can read a sufficient number of words accurately. 3.Teaches explicit strategy to permit readers to move from reading words in lists to reading words in sentences and passages. 4.Initial stories/ passages composed of a high percentage of regular words (minimum of 75-80% decodable words). 5.Passages contain regular words comprised of letter-sounds, phonic elements, and word types that have been taught. 9-11.Builds towards end of year fluency goals of 60 wpm in grade 1, 90 wpm in grade 2, and 120 wpm in grade 3. 12.Assess fluency regularly.

16. Harn & Katz © 2004 16 Sample Fluency Lesson  Decoding: Provide decoding instruction using the following words:  Review: at, bat, sat, fat, mat  Review: am, Sam  New: fast, mast, past  Sight Words: Provide instruction using the following sight/irregular words:  Review: the, on, is  New: my  Sentence Reading: Provide instruction using the following sentences. Prompt students not to sound out the sight words which are underlined. Have the children read the sentence with you, blending the decodable words. Reread as a group with natural intonation.  Sam sat the bat on the mat. Sam is fast.

17. Harn & Katz © 2004 17 Read Naturally Program

18. Harn & Katz © 2004 18 Materials for the Program  Read Naturally Materials  Tapes or CD-ROM  Copies of the stories  Additional Materials  Space/location  Tape players/computers  Timers  Pencils/pens  Progress monitoring graphs  Motivational materials  See additional handout

19. Harn & Katz © 2004 19 Overview of Program Steps StepActionStepAction 1Select Story6Practice Reading 2Prediction7Answer Questions 3Cold Timing8Pass / Hot Timing 4Graphing9 5Read Along10Retell

20. Harn & Katz © 2004 20 Read Naturally Software Edition (SE)

21. Harn & Katz © 2004 21 Read Naturally Software Edition (SE)

22. Harn & Katz © 2004 22 Read Naturally Software Edition (SE)

23. Harn & Katz © 2004 23 Read Naturally Software Edition (SE)

24. Harn & Katz © 2004 24 More Information on Read Naturally  Read Naturally website: http://www.readnaturally.com/ http://www.readnaturally.com/  Tapes: each level with 24 stories == $99.00  CD-ROM: each level with 24 stories == $69.00  Tape recorders, timers, etc. are also available from the website  See website for additional information regarding the computer program requirements and pricing options (user vs. site license)