Developing Reading Fluency

Allison ES- Romero, Hirst, Wulff, Marsh, Becerra, Miranda

PDU Goal

We will explore strategies to develop reading fluency which will positively impact comprehension, intonation, and words per minute to achieve grade level standards.



  • Build Fluency (WPM< Intonation, & Phrasing)


CIP Goals:


  • 80% of students to be at or above grade level in primary grades
  • Guided & independent reading with a purpose
  • Use Reading formative assessment data to plan differentiated instruction



SLO Goals


  • DRA scores show 1 year's growth



Documentation in eCST


  • Provide documentation for struggling readers

PDU Resources

  • Blitz and Boost Phonics Suite Workshop (12/11/14): The main purpose of attending this training was to get a better understanding of how decoding helps students become fluent readers and to better pinpoint where a student’s decoding weakness may be. Blitz and Boost Phonics did a great job breaking down into a much simpler way to understand the basic skills that must be mastered to become good readers.
  • Perfect Poems with Strategies for Building Fluency: The main purpose was to gain a better understanding of ways to build our students ability to read fluently. We found it useful in developing the strategies we would use to help our students become more fluent readers.
  • Reading Fluency- LD online: We chose this article because it mentioned many different strategies we can use when building fluency with our students. We specifically focused on the strategies of rapid word recognition which helps the students build automaticity while reading, and the neurological impress method, better known as choral reading which focuses on building phrasing and intonation.
  • The Effects of Word Walls and Word Wall Activities on the Reading Fluency of First Grade Students: This article details an action research project designed to investigate the possible connection between reading fluency and word walls. The conclusion revealed that word wall activities might have been one factor that strengthened high-frequency word recognition resulting in an increase of words per minute.

Pre-PDU Data

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Our 4 Strategies

Using Poems to Build Fluency

  • Perfect Poems with Strategies for Building Fluency


THEORY: Explain the theory behind this strategy.

IMPLEMENTATION: Describe how you implemented this strategy in your classroom.

WAS THE STRATEGY EFFECTIVE? How do you know?: Describe any adjustments to the strategies that you and the team had to enact. Would you repeat this strategy again? If so what would you do differently? If not, why not?

Using Poems to Build Fluency Strategy Effectiveness Data

This data should demonstrate the effectiveness of this strategy.
PDU Sample 1

Rapid Word Recognition

  • Blitz and Boost Phonics Suite Workshop (12/11/14)
  • Reading Fluency- LD online


THEORY: Explain the theory behind this strategy.

IMPLEMENTATION: Describe how you implemented this strategy in your classroom.

WAS THE STRATEGY EFFECTIVE? How do you know?: Describe any adjustments to the strategies that you and the team had to enact. Would you repeat this strategy again? If so what would you do differently? If not, why not?

Rapid Word Recognition Effectiveness Data

This data should demonstrate the effectiveness of this strategy.
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Word Wall Games

  • The Effects of Word Walls and Word Wall Activities on the Reading Fluency of First Grade Students
  • Blitz and Boost Phonics Suite Workshop (12/11/14)


THEORY: Explain the theory behind this strategy.

IMPLEMENTATION: Describe how you implemented this strategy in your classroom.

WAS THE STRATEGY EFFECTIVE? How do you know?: Describe any adjustments to the strategies that you and the team had to enact. Would you repeat this strategy again? If so what would you do differently? If not, why not?

Word Wall Games Effectiveness Data

This data should demonstrate the effectiveness of this strategy.
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Neurological Impress Method

  • Reading Fluency- LD online
  • Perfect Poems with Strategies for Building Fluency


THEORY: Explain the theory behind this strategy.

IMPLEMENTATION: Describe how you implemented this strategy in your classroom.

WAS THE STRATEGY EFFECTIVE? How do you know?: Describe any adjustments to the strategies that you and the team had to enact. Would you repeat this strategy again? If so what would you do differently? If not, why not?

Choral Reading (Neurological Impress) Effectiveness Data

This data should demonstrate the effectiveness of this strategy.
PDU Sample 2

PDU ASSESSMENT DATA- CONTROL GROUP

This control group data should be a close comparison group to show how students without your PART strategies performed versus the students in your classrooms with the PART strategies implemented.
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PART ASSESSMENT DATA- TEST GROUP

With this data we should see that the outcomes of your PART have positively affected student academic performance. This one measure of growth should show overall positive growth. This data should represent a large student sample.
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Provide the pre- and post-assessment data for your control group and for your test group. Explain the differences and to what you feel is responsible for the differences in the two.

Teacher Impact & Reflection

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How do you plan to continue your implementation beyond this current year? What are your next steps? Explain how your teaching practice has changed as a result of participating in this PART.