Reading rate can be a tool for assessing students’ performance. Authentic instructional activities can then be woven into the reading program (Rasinski, 2002, page 91).

 Determine the source of the reading problem.  Design and develop instructional reading strategies.  Implement authentic and engaging instructional intervention activities.

Statistics show when students struggle to read they experience comprehension and word recognition problems. This causes problems in the rate students read and students’ understanding of what they read. Reading becomes:  Labored  Inexpressive  Unenthusiastic  Frustrating  Difficulty Comprehending

 Read fewer words per minute.  Invest considerable more time and energy in reading.  Less likely to read in and/or out of class.  Struggles with reading comprehension and word recognition.

Readers Theatre - provides students an excellent opportunity to promote repeated readings and increase fluency rate by 17 words per minute (Rasinski, 1999). Readers Theatre builds fluency through collaborative oral reading. For additional Readers Theatre information and resources, go to:

Poetry Reading - promotes students to use repeated reading to increase reading fluency and many feel that it is underused.

 Buddy Reading – provides engaging and authentic reading opportunities to improve fluency and reading comprehension through repeated readings. Buddy reading is successful and popular among students.

Paired Reading – uses echo reading, choral reading, and talking books to accelerate students’ reading fluency and literacy development in words recognition and reading comprehension. For paired reading strategies:

 Use reading fluency rate as a diagnostic tool.  Use reading fluency rate among other assessment tools.  Use reading fluency rate as one part instructional strategies to help build reading comprehension and word recognition.

Block, Cathy Collins (2003). Literacy difficulties: Diagnosis and instruction for reading specialists and classroom teachers. Boston:Allyn & Bacon. Evidence-based reading instruction: Putting the national reading panel report into practice. (2002). Newark, DE: International Reading Association. Retrieved September 4, Retrieved September 5, 2011.