ABSTRACT

“Children’s Reading Fluency” by Sarah Newton documents an initiative to improve student reading at different reading levels by engaging the students to increase their reading comprehension levels. The intervention began with a pre-assessment, in which the students presented a cold read either at a beyond, average, or below reading level that followed the week’s theme for reading. Reading levels were based off of the previous week’s reading fluency scores. The pre-assessments were analyzed and the data collected was used to begin instruction and determine what fluency level group the learners should be placed in. Various forms of assessments - informal, formative, and summative - were consistently used throughout the unit to adjust and/or adapt instruction to meet the needs of all learners. After each week, a post-assessment was given and the effect of the whole class was analyzed. The comparison of the results of the pre-assessment to post-assessment data indicated that instruction ultimately had a positive impact on learning for all students.