The article describes a reading fluency intervention called Reading Together that combines the method of repeated readings (Samuels, 1979) and the Neurological Impress Method (Heckelman, 1969). Sixteen volunteers from various backgrounds were recruited and trained to deliver the Reading Together intervention to struggling readers in third through…

Proficient reading is a necessary skill for a quality life. While educators would like to believe that most students master the art of reading and can understand what they read, national reports indicate that learning to read and becoming a skilled reader is not mastered by all (No Child Left Behind Act, 2001; NICHD, 2000a). One component of…

The ability to read aloud fluently is a reflection of one's ability to automatically decode words and comprehend text at the same time (Samuels, 2006), a task which may be difficult for many intermediate elementary students with learning disabilities (LD) (Ferrara, 2005). Previous research shows that audio-assisted repeated readings and…

This study investigated the differential effects of two direct instruction (DI) reading programs, one with overt decoding strategies and one with more covert decoding strategies, on the reading achievement of struggling seventh graders in an urban middle school. The students participating in this study (N = 55) were 2 to 4 years behind in reading…

Eight classrooms of third graders (n=111) and their teachers were provided with two intervention strategies, partner reading intervention designed to enhance fluency, or collaborative strategic reading, designed to enhance comprehension. Over time, there were statistically significant effects for rate of reading for both interventions for low- to…