Literacy is a critical skill in today's culture and one that provides access to information and pleasurable experiences for many. But for a significant population of learners, as many as 20 to 25% of the K - 12 general population, instead of providing access, reading is a struggle that raises barriers and presents a life-long challenge. In certain subsets of the general education population, like English as a Second Language students, economically disadvantaged youth, and the adult prison population the percentage of struggling readers rises to 60 to 70%. But things don't have to be this way.
Compelling evidence from new research suggests that 90 to 95% of these struggling student readers can achieve reading skills literacy skills at or approaching grade level with the proper instruction and attention to the factors of reading success.
This course is will help teachers develop a toolkit comprised of the knowledge, skills, and strategies they will need to address a key aspect of successful reading instruction with their students - reading fluency.
In these modules, learners will explore what reading fluency is, how to assess it, and how to effectively teach this key aspect of reading to their students.
Who Should Take the Course?
Teachers, parents, administrators, and advocates
Why Should You Take the Course?
Through the knowledge and tips conferred in this course, you will be prepared to better address your students' fluency needs in the classroom and help them achieve literacy success.
- Define reading fluency
- Explain why it is considered an essential, foundational skill for reading
- Understand the complex elements contributing to the development of reading fluency
- Identify and administer assessments to evaluate progress and determine need for instruction or intervention.
- Learn strategies to plan, design, and monitor reading fluency instruction for whole class, small group, or one-on-one intervention settings.
- Select appropriate technology and instructional strategies to support oral fluency progress
Baer, J., Kutner, M., and Sabatini, J. (2009). Basic reading skills and the literacy of America's least literate adults: Results from the 2003 National Assessment of Adult Literacy (NAAL) supplemental studies (NCES 2009-481) National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, D.C.
Dr. Jan Hasbrouck is an educational consultant, trainer, and researcher. Dr. Hasbrouck earned her BA and MA from the University of Oregon and completed her PhD at Texas A&M University. Her research in areas of reading fluency, reading assessment, coaching, and second language learners has been published in numerous professional books and journals.
Dr. Hasbrouck worked as a reading specialist and literacy coach for 15 years before teaching at the University of Oregon and later becoming a professor at Texas A&M University.
In 2008, she and her colleague Dr. Vicki Gibson partnered to form Gibson Hasbrouck & Associates, with the mission to provide high quality professional development to educators nationally and internationally.