Reading fluency, which is critical for developing reading comprehension, is a fundamental skill in both school and life. However, many students with learning and behavioral disabilities are disfluent readers. To improve reading performance for these learners, educators should implement practices shown by reliable research to cause improved reading fluency. In this chapter, following a discussion of reading fluency and its importance, we describe two instructional practices that educators might use to improve students’ reading fluency: colored filters and repeated reading. The research on the colored filters is, at best, inconclusive, whereas the research literature suggests that repeated reading is an effective practice. To bridge the gap between research and practice and improve the reading fluency of students with learning and behavioral disabilities, educators and other stakeholders should prioritize the use of research-based practices (e.g., repeated reading) but avoid practices without clear research support (e.g., colored filters).
Cook, B.G. and Keaulana, C. (2016), "Two Approaches for Improving Reading Fluency: Research Supports Repeated Reading But Not Colored Filters", Instructional Practices with and without Empirical Validity (Advances in Learning and Behavioral Disabilities, Vol. 29), Emerald Group Publishing Limited, pp. 17-38. https://doi.org/10.1108/S0735-004X20160000029002Download as .RIS
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