ERIC Number: ED454633
Record Type: RIE
Publication Date: 2000-Sep
"Fluent Reading" from Teaching Students with Disabilities To Read. PEER Literacy Resource Brief #5. PEER Project Literacy Series.
Denton, Carolyn A.; Hasbrouck, Jan E.
This booklet is part of a series of seven booklets designed to introduce aspects of effective reading instruction that should be considered when teaching reading to students with disabilities. It focuses on essential skill building and teaching activities related to developing fluent reading. The methods described of teaching reading to students with disabilities have been shown to be particularly effective. An introduction discusses general principles for teaching reading to students with disabilities and emphasizes the importance of individually designing a program based on a student's strengths and needs, parent involvement, and academic modifications. Information is organized into the following sections: what fluent reading is, why it is important, what parents can do, what teachers can do, information for second language learners, and resources. Strategies include assessing the oral reading fluency of the student using appropriate reading-level material, modeling by reading out loud along with a struggling reader, having students read the same short, meaningful story or passage several times out loud, and setting fluency goals with students and having them practice repeated reading until they can meet the goals. (CR)
Descriptors: Academic Accommodations (Disabilities), Disabilities, Elementary Secondary Education, Oral Reading, Parent Participation, Reading Difficulties, Reading Improvement, Reading Instruction, Reading Rate, Reading Strategies, Teaching Methods
Federation for Children with Special Needs, 1135 Tremont St., Suite 420, Boston, MA 02120. Tel: 617-236-7210; Fax: 617-572-2094; e-mail: email@example.com; Web site: http://www.fcsn.org.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Parents; Practitioners; Teachers
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Federation for Children with Special Needs, Boston, MA.
Grant or Contract Numbers: N/A
Note: Prepared by the PEER (Parents Engaged in Education Reform) Project. In: "Teaching Students with Disabilities To Read"; see EC 308 364. For other PEER Literacy Resource Briefs, see EC 308 365-372.