1. Reading Fluency Programs

Brief Description of the ProgramThe QuickReads intervention is designed to increase word reading efficiency and fluency for children in grades 2-6. QuickReads is a repeated-reading program that includes grade-appropriate short, nonfiction passages.

Each grade level includes three books with five passages in six content areas (a total of 90 passages per grade level). QuickReads passages are designed to build fluency and comprehension by utilizing grade-level, high-frequency words that reflect appropriate phonics and syllable patterns.QuickReads is designed as a supplemental intervention for classroom or small-group use and comes in print-only and print + technology formats. The recommended classroom instructional routine is to use QuickReads for 15 minutes a day to complete one level in six, 12 or 18 weeks.

The QuickReads intervention is designed to increase word reading efficiency and fluency for children in grades 2-6. QuickReads is a repeated-reading program that includes grade-appropriate short, nonfiction science and social studies passages. Each grade level includes three books with five passages in six content areas (a total of 90 passages per grade level). QuickReads passages are designed to build fluency and comprehension by utilizing grade-level, high-frequency words that reflect appropriate phonics and syllable patterns.The QuickReads program emphasizes repeated-reading. First read: The teacher activates background knowledge about the topic and asks students to find two words that are challenging. Students read the passage aloud or silently and then write notes or phrases or key ideas.

Second read: The teacher reads aloud with the students, setting a model for fluent reading through attention to rate and prosody. The teacher asks students to 'tell the one thing the author wants you to remember.' .

Third read: The teacher instructs students to read independently as much of the passage as they can in 1 minute. The students then read silently for 1 minute, and when the time is up each student records the number of words read. The teacher and students review two comprehension questions together.Including the three passage readings, each QuickReads tutoring session has six steps:. Letter/Sound practice - Tutors use a set of letter sound cards to practice accurate and automatic letter-sound correspondence. Two professional development on-site workshops are offered: Product Implementation is the initial training, and the Fluency workshop can be used as a follow-up during the first or second year of implementation.QuickReads®: Product Implementation EssentialsA one-day session focuses on the instructional components of the QuickReads® fluency program. Teachers gain an understanding of how the easy three-step instructional routine in the program increases fluency while improving vocabulary and background knowledge for comprehension.

The one-day session prepares educators to use the QuickReads® program effectively in their reading instruction.By the end of the workshop, participants will be able to:. Summarize the research behind QuickReads®. Describe the four Ts of QuickReads® and how they are applied in the classroom. Practice administering a QuickReads® lesson after participating in a QuickReads® model lesson. Examine the QuickReads® assessment and monitoring procedures.Fluency: The Bridge to ComprehensionThis one-day workshop provides an overview of the correlation between fluency and reading success. Start-Up CostsInitial Training and Technical AssistanceTeachers/tutors should receive a one-day on-site training for the Quick Reads program.

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The on-site training costs $3,500 which includes trainer travel. Information can be obtained at:Curriculum and MaterialsThere is a Teacher Resource Manual and student books. These are usually sold as a classroom package which includes the Teacher Resource Manual, a set of three books for 12 students, the placement guide, the instructional routine card, and a professional development DVD for $397.97.LicensingNone. Other Start-Up CostsNone. Intervention Implementation Costs Ongoing Curriculum and MaterialsStudent books are consumable as students progress through the stages of the program. New books are needed approximately every 6 weeks and cost $161.91 for a set of three for six students ($27 per student).

Quick Reads is usually implemented in grades 2 through 5 or 6 with a set of 3 books used in each grade. StaffingThe program is implemented by classroom teachers during the regular school day. Other Implementation CostsNone. Implementation Support and Fidelity Monitoring Costs Ongoing Training and Technical AssistanceNot needed.

Fidelity Monitoring and EvaluationNone is available. Ongoing License FeesNone. Other Implementation Support and Fidelity Monitoring CostsNo information is availableOther Cost ConsiderationsNone. Year One Cost ExampleTo implement Quick Reads for grades 2-6 in a school with two teachers and classes per grade and a class size of 24, the following costs can be expected.

Materials and books for 10 teachers and 240 students.$6,810On-site teacher training including travel$3,500Total Year One Cost$10,310The cost per student in this example would be $42.96 in the first year of implementation. Funding OverviewQuick Reads is a supplemental program for the classroom teacher to implement.

Public education budgets for curriculum purchase and teacher training could be good sources for funding. Various grant sources could also support the start-up costs. Funding Strategies Improving the Use of Existing Public FundsNo information is availableAllocating State or Local General FundsLocal school budgets and state funding for local schools should both be considered as sources of funding for Quick Reads, particularly line items for curriculum purchase and teacher training. Maximizing Federal FundsFormula Funds: Federal formula grants from the U.S. Department of Education can be used to support Quick Reads.

Reading Fluency Programs

Title I funding should be a source for eligible schools.Discretionary Grants: A variety of discretionary grants from the Department of Education should be considered for Quick Reads funding, in particular Race to the Top and School Improvement Grants. Foundation Grants and Public-Private PartnershipsFoundation funding, particularly from foundations with a focus on educational outcomes, may be a source of start-up funding for Quick Reads. Debt FinancingNo information is availableGenerating New RevenueFundraising by a Parent Teacher Organization and support from the business community should be explored for start-up funding. Data SourcesAll information comes from the responses to a questionnaire submitted by the purveyors of Quick Reads at the Text Project to the Annie E. Casey Foundation. Evaluation Abstract Program Developer/OwnerDr.

Elfrieda 'Freddy' Hiebert President and CEO of TextProject, Inc Program Outcomes. Academic PerformanceProgram Specifics Program Type. Academic Services. Mentoring - Tutoring. School - Individual StrategiesProgram Setting. SchoolContinuum of Intervention.

Universal PreventionProgram GoalsA classroom-based program that aims to improve the reading fluency and comprehension of elementary students by utilizing grade-level, high-frequency words that reflect appropriate phonics and syllable patterns. Population DemographicsSecond- to sixth-grade students. Study 1Evaluation MethodologyDesign: A total of 162 students (82 treatment and 80 control) from 13 urban, public elementary schools were used in the evaluation of this Quick Reads program.

No information was provided on the selection of the 13 schools. After a recruitment and screening process, eligible students were randomly assigned to student-pairs (dyads) within each grade and school. Then student dyads were randomly assigned to the treatment or control condition.Student Eligibility: Teachers at the schools were asked to identify students who (a) had never been retained, (b) had low rates of reading fluency or comprehension, and (c) would benefit from fluency intervention. Once active parental consent was obtained from these students, they were screened for eligibility using two grade-level passages from the Oral Reading Fluency subtest of the Dynamic Indicators of Basic Early Literacy Skills. Students whose performance was in the 10th to 60th percentile range (average = 34th percentile) were considered eligible for participation and assigned to dyads. After randomly assigning dyads to conditions, the total sample of 188 comprised 96 students (48 dyads) in the treatment condition and 92 students (46 dyads) in the control condition.Pretests occurred in the beginning of the school year (fall), the intervention lasted from November to March, and the posttests occurred in the spring.Attrition: By the end of the study, 14 treatment and 12 control students were lost to attrition (14%).

For both the experimental and control groups, the other member of the dyad was removed from analysis if one member moved from the school. The sample used for analysis thus consisted of 162 total - 82 treatment students (41 dyads) and 80 control students (40 dyads).Intervention. The two students in the same dyad received the intervention together. The intervention included supplemental fluency instruction in the Quick Reads program delivered by trained tutors. The intervention occurred for 30 minutes per day, 4 days per week for 15 weeks, and most though not all students (70%) missed normal reading instruction to attend the program tutoring. For each student session, tutors recorded attendance and the fluency rate and accuracy for each Quick Reads passage.

Control students received regular classroom instruction.Sample: The sample had the following characteristics: 49% male, 56% minority (13% Asian, 23% African American, 19% Hispanic, 2% other). More than 70% of the students were Title 1, more than 15% were in special education, and more than 20% were learning the English language.Measures: Students were individually assessed on rapid automatized naming (RAN) and four reading subskills that were hypothesized to be affected by the intervention: word reading accuracy, word reading efficiency, fluency, and comprehension.