Students who can decode but can’t read fluently have limited comprehension and low motivation. Decoding plus fluency make reading meaningful and enjoyable. Fluency instruction is significantly improved by adding rapid naming practice to develop automaticity with letters, sounds and words.

The second phase of fluency instruction should include timed repeated reading of short stories. With this two-phase approach comprehension skills are developed systematically. Researchers now recognize that may students have difficulty with higher level comprehension because they lack specific receptive or listening comprehension processes. The product of reading is comprehension but it is dependent on sound listening comprehension skills.

Good in Oregon and Torgesen in Florida:•90 to 96% who read at > than 110 w /min. “met or exceeded expectations” on state assessments •72 to 81% who read < 80 wpm did not meet state standards

Sound Reading’s two-phase fluency instruction is called Fluency Foundation. This program includes four readers each with 18 short code-progressive stories in each book, fluency cards for rapid naming practice, a teacher’s guide and graphs for documenting student’s fluency progress.

Every step on the road to deep reading fluency should be learned so that it becomes automatic. Rapid word naming practice is a simple, research-proven method that ends word-by-word reading. This method, also called rapid automatic naming, has long been used to address severe fluency difficulties.

Fluency Foundation is the only fluency program using rapid naming and word retrieval practice to build automatic word recognition. From phonemes and single syllable sight words through multi-syllable words, your students will become automatic readers. Instead of focusing attention on decoding, they’ll enjoy reading as they think deeply about meaning.

The readers are not graded, but rather develop reading fluency through 100% independent reading practice. They start with decodable text and move to authentic text. Upon completion of Fluency Foundation most students graduate to regular literature groups .

End year-after-year remediation! For emergent readers (or children having difficulty learning to read) use our Hop, Skip and Jump materials.

Learning to read is an interactive speaking and listening process. Children with strong speech and language skills quickly learn from interactions with print. Hop Skip and Jump Readers and software provide research-based reading practice that ensures reading success.

The series of developmentally sequenced print-to-speech activities leads children through pre-word exercises to paragraph reading.

“The activities move swiftly so this appeals to children who have difficulty maintaining focus. An added bonus is the economical price!”   Renee Huntley Director of Academic Services The Out-of- Door Academy Sarasota, Florida