Fluency Practice: Techniques for Building Automaticity in Foundational Knowledge and Skills

Alber-Morgan S. R. Ramp E. M. Anderson L. L. Martin C. M. (2007). Effects of repeated readings, error correction, and performance feedback on the fluency and comprehension of middle school students with behavior problems. The Journal of Special Education, 41, 17–30. doi:10.1177/00224669070410010201

Archer A. L. Hughes C. A. (2011). Explicit instruction: Effective and efficient teaching. New York, NY: Guilford Press.

Ardoin S. P. Binder K. S. Foster T. E. Zawoyski A. M. (2016). Repeated versus wide reading: A randomized control design study examining the impact of fluency interventions on underlying reading behavior. Journal of School Psychology, 59, 13–38. doi:10.1016/j.jsp.2016.09.002

Begeny J. C. Mitchell R. C. Whitehouse M. H. Harris C. F. Stage S. A. (2011). Effects of the HELPS reading fluency program when implemented by classroom teachers with low-performing second-grade students. Learning Disabilities Research & Practice, 26, 122–133. doi:10.1111/j.1540-5826.2011.00332.x

Biancarosa G. Shanley L. (2016). What is fluency? In Cummings K. D. Petscher Y. Cummings K. D. Petscher Y. (Eds.), The fluency construct: Curriculum-based measurement concepts and applications (pp. 1–18). New York, NY: Springer Science + Business Media.

Bowman-Perrot L. Davis H. Vannest K. Williams L. Greenwood C. Parker R. (2013). Academic benefits of peer tutoring: A meta-analytic review of single-case research. School Psychology Review, 42, 39–55.

Burns M. K. Riley-Tillman T. C. VanDerHeyden A. M. (2012). RTI applications: Academic and behavioral interventions. New York, NY: Guilford Press.

Burns M. K. VanDerHeyden A. M. Jiban C. L. (2006). Assessing the instructional level for mathematics: A comparison of methods. School Psychology Review, 35, 401.

Codding R. S. Archer J. Connell J. (2010). A systematic replication and extension of using incremental rehearsal to improve multiplication skills: An investigation of generalization. Journal of Behavioral Education, 19, 93–105. doi:10.1007/s10864-010-9102-9

Codding R. S. Burns M. K. Lukito G. (2011). Meta-analysis of mathematic basic-fact fluency interventions: A component analysis. Learning Disabilities Research & Practice, 26, 36–47. doi:10.1111/j.1540-5826.2010.00323.x

Datchuk S. M. Kubina R. M. (2013). A review of teaching sentence-level writing skills to students with writing difficulties and learning disabilities. Remedial and Special Education, 34, 180–192. doi:10.1177/0741932512448254

Duhon G. J. Mesmer E. M. Atkins M. E. Greguson L. A. Olinger E. S. (2009). Quantifying intervention intensity: A systematic approach to evaluating student response to increasing intervention frequency. Journal of Behavioral Education, 18, 101–118. doi:10.1007/s10864-009-9086-5

Eckert T. L. Ardoin S. P. Daly E. J. Martens B. K. (2002). Improving oral reading fluency: A brief experimental analysis of combining an antecedent intervention with consequences. Journal of Applied Behavior Analysis, 35, 271–281. doi:10.1901/jaba.2002.35-271

Eunice Kennedy Shriver National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel: Teaching children to read. Reports of the subgroups (00-4754). Washington, DC: Government Printing Office.

Fuchs L. S. Fuchs D. Powell S. R. Seethaler P. M. Cirino P. T. Fletcher J. M. (2008). Intensive intervention for students with mathematics disabilities: Seven principles of effective practice. Learning Disability Quarterly, 31, 79–92.

Fuchs Research Group (n.d.). What is PALs? Retrieved from https://vkc.mc.vanderbilt.edu/frg/what-is-pals/

Furey W. M. Marcotte A. M. Hintze J. M. Shackett C. M. (2016). Concurrent validity and classification accuracy of curriculum-based measurement for written expression. School Psychology Quarterly, 31, 369–382. doi:10.1037/spq0000138

Gersten R. Beckmann S. Clarke B. Foegen A. Marsh L. Star J. R. Witzel B. (2009). Assisting students struggling with mathematics: Response to intervention (RtI) for elementary and middle schools (NCEE 2009-4060). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

Graham S. Bollinger A. Booth Olson C. D’Aoust C. MacArthur C. McCutchen D. Olinghouse N. (2012). Teaching elementary school students to be effective writers: A practice guide. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

Hasbrouck J. Tindal G. (2017). An update to compiled ORF norms (Tech. Rep. No. 1702). Eugene: Behavioral Research and Teaching, University of Oregon. Retrieved from http://www.brtprojects.org/publications/technical-reports/

Hier B. O. Eckert T. L. (2016). Programming generality into a performance feedback writing intervention: A randomized controlled trial. Journal of School Psychology, 56, 111–131. doi:10.1016/j.jsp.2016.03.003

Hosp M. K. Hosp J. L. Howell K. W. (2016). The ABCs of CBM: A practical guide to curriculum-based measurement (2nd ed.). New York, NY: Guilford Press.

Intervention Central. (2018). Response to intervention: RTI resources. Retrieved from https://www.interventioncentral.org

Koenig E. A. Eckert T. L. Hier B. O. (2016). Using performance feedback and goal setting to improve elementary students’ writing fluency: A randomized controlled trial. School Psychology Review, 45, 275–295. doi:10.17105/SPR45-3.275-295

Kubina R. M. Yurich K. K. L. (2012). The precision teaching book. Lemont, PA: Greatness Achieved.

Martens B. K. Daly E. J. Begeny J. C. Van Der Heyden A. (2011). Behavioral approaches to education. In Fisher W. W. Piazza C. C. Roane H. S. (Eds.), Handbook of applied behavior analysis (pp. 385–401). New York, NY: Guilford Press.

Martens B. K. Werder C. S. Hier B. O. Koenig E. A. (2013). Fluency training in phoneme blending: A preliminary study of generalized effects. Journal of Behavioral Education, 22, 16–36. doi:10.1007/s10864-012-9159-8

Mason L. H. Kubina R. Taft R. (2011). Developing quick writing skills of middle school students with disabilities. The Journal of Special Education, 44, 205–220. doi:10.1177/0022466909350780

Methe S. A. Kilgus S. P. Neiman C. Riley-Tillman T. C. (2012). Meta-analysis of interventions for basic mathematics computation in single-case research. Journal of Behavioral Education, 21, 230–253. doi:10.1007/s10864-012-9161-1

Morgan P. L. Sideridis G. Hua Y. (2012). Initial and over-time effects of fluency interventions for students with or at risk for disabilities. The Journal of Special Education, 46, 94–116. doi:10.1177/0022466910398016

National Center for Education Statistics. (2012). The nation’s report card: Writing 2011 (NCES 2012-470). Washington, DC: Institute of Education Sciences, U.S. Department of Education. Retrieved from http://nationsreportcard.gov

National Center for Education Statistics. (2013). The nation’s report card: A first look. 2013 mathematics and reading (NCES 2014-2015). Washington, DC: Institute of Education Sciences, U.S. Department of Education. Retrieved from http://nationsreportcard.gov

Pearson Education. (2006). AIMSweb national norms technical documentation. Upper Saddle River, NJ: Author. Retrieved from https://www.aimsweb.com

Pearson Education. (2015). AIMSweb national norms technical documentation. Upper Saddle River, NJ: Author. Retrieved from https://www.aimsweb.com

Santangelo T. Graham S. (2016). A comprehensive meta-analysis of handwriting instruction. Educational Psychology Review, 28, 225–265. doi:10.1007/s10648-015-9335-1

Schutte G. M. Duhon G. J. Solomon B. G. Poncy B. C. Moore K. Story B. (2015). A comparative analysis of massed vs. distributed practice on basic math fact fluency growth rates. Journal of School Psychology, 53, 149–159. doi:10.1016/j.jsp.2014.12.003

Therrien W. J. (2004). Fluency and comprehension gains as a result of repeated reading: A meta-analysis. Remedial and Special Education, 25, 252–261. doi:10.1177/07419325040250040801

Therrien W. J. Hughes C. (2008). Comparison of repeated reading and question generation on students’ reading fluency and comprehension. Learning Disabilities: A Contemporary Journal, 6, 1–16.

Wexler J. Vaughn S. Roberts G. Denton C. A. (2010). The efficacy of repeated reading and wide reading practice for high school students with severe reading disabilities. Learning Disabilities Research & Practice, 25, 2–10. doi:10.1111/j.1540-5826.2009.00296.x

Yeo S. (2010). Predicting performance on state achievement tests using curriculum-based measurement in reading: A multilevel meta-analysis. Remedial and Special Education, 31, 412–422. doi:10.1177/0741932508327463