Reading fluency instruction is usually put aside after early primary grades in order to focus more on comprehension. However, much current research argues that they should continue to be taught together. Although automaticity is important when reading, and rate is an indication of this immediate word recognition, it should not be the sole purpose of our reading fluency instruction. Additionally, the way one reads orally is likely the way one reads silently. Prosody is an essential skill and requires direct instruction. In this webinar, we will discuss how instruction in reading fluency can improve fluent reading, comprehension, and overall reading proficiency at all levels and provide strategies for doing so.
Any materials will be shared electronically.
|October 13, 2021
4:00 - 5:00 PM Eastern
Registration is unavailable at this time.
Over 98% of educators felt that their Outreach seminar provided them with strategies and tools that will help their students.
Chase is the Assistant Academic Dean at Landmark High School where he has worked for the last 14 years. In his time at Landmark, Chase has been a member of the residential team, an academic advisor, and a 1:1 tutor in the Early Literacy department. Chase is passionate about reading instruction, focusing on decoding and fluency, and has informed much of Landmark’s practices through his knowledge of current research in literacy. Chase graduated from The University of Vermont with a bachelor’s degree in Classics, and he earned his master’s degree in special education from Simmons College.
Natalia is an academic advisor at Landmark High School. In her 13 years at Landmark, Natalia has taught in the Language Arts, Study Skills, and Expressive Language departments. She also teaches graduate level courses in Dyslexia Studies through Southern New Hampshire University’s online program. Natalia graduated from The University of Vermont with a bachelor’s degree in English, and she earned her master’s degree in special education from Simmons College.