Four scientifically validated approaches to fluency instruction (Fluency-Oriented Reading Instruction, Wide Fluency-Oriented Reading Instruction, Fluency-Oriented Oral Reading, and Wide Fluency-Oriented Oral Reading) are reviewed. Two for the whole class and two for small groups. Key components of fluency, automaticity, and prosody are defined,…

We review cognitive-linguistic approaches to conveying meaning, sound, and orthographic information across scripts in order to highlight the impact of variability in written and spoken language on learning to read and to write words. With examples of word recognition and word writing from different scripts, including Chinese, Arabic, Persian, and…

Response to Instruction (RTI) frameworks provide a structure for assessing student progress and evaluating the effectiveness of reading interventions. Schools frequently use RTI to support students who are struggling with learning to read while utilizing curriculum-based measurement (CBM) to monitor performance and guide instructional decisions…

Over the past decade, a wide array of instructional technology applications have found their way into early intervention settings. Of particular importance to young learners who evidence developmental delays or are at risk for school failure are those technologies with the potential to more effectively teach basic emergent literacy skills: (1)…