{"id":22265,"date":"2024-05-23T05:00:00","date_gmt":"2024-05-23T12:00:00","guid":{"rendered":"https:\/\/www.nwea.org\/blog\/?p=22265"},"modified":"2025-10-29T09:47:17","modified_gmt":"2025-10-29T16:47:17","slug":"the-science-of-building-fluent-readers","status":"publish","type":"post","link":"https:\/\/www.nwea.org\/blog\/2024\/the-science-of-building-fluent-readers\/","title":{"rendered":"The science of building fluent readers"},"content":{"rendered":"<div class=\"wp-block-image\">\n<figure class=\"aligncenter\"><img loading=\"lazy\" decoding=\"async\" width=\"850\" height=\"300\" src=\"https:\/\/www.nwea.org\/blog\/uploads\/2024\/05\/the-science-of-building-fluent-readers_850x300_hero.jpg\" alt=\"\" class=\"wp-image-22267\" srcset=\"https:\/\/www.nwea.org\/blog\/uploads\/2024\/05\/the-science-of-building-fluent-readers_850x300_hero.jpg 850w, https:\/\/www.nwea.org\/blog\/uploads\/2024\/05\/the-science-of-building-fluent-readers_850x300_hero-300x106.jpg 300w, https:\/\/www.nwea.org\/blog\/uploads\/2024\/05\/the-science-of-building-fluent-readers_850x300_hero-768x271.jpg 768w, https:\/\/www.nwea.org\/blog\/uploads\/2024\/05\/the-science-of-building-fluent-readers_850x300_hero-720x254.jpg 720w\" sizes=\"(max-width: 850px) 100vw, 850px\" \/><\/figure><\/div>\n\n\n<div style=\"height:3rem\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p>Do you wonder how to help students build their reading fluency? We recently spoke with <a href=\"https:\/\/www.janhasbrouck.com\/\">Jan Hasbrouck<\/a>, a researcher, author, leading expert in reading fluency, and co-developer, with Gerald Tindal, of the <a href=\"https:\/\/www.readingrockets.org\/topics\/fluency\/articles\/fluency-norms-chart-2017-update\">oral reading fluency norms<\/a>. Our goal was to better understand important nuances and distinctions when thinking about reading fluency and building fluent readers.<\/p>\n\n\n\n<p>\u201cFluency is not fast reading. Fluency is fluent reading,\u201d Jan told us. \u201cThe biggest misconception around fluency is that we want students to read faster and faster.\u201d But speed for speed\u2019s sake isn\u2019t a worthwhile goal. \u201cWe should think about getting students to the point where their reading mirrors spoken language,\u201d Jan explained. \u201cThat\u2019s what our brains understand. And that facilitates comprehension.\u201d<\/p>\n\n\n\n<p>To hear more about building fluent readers from Jan, watch our video below.<\/p>\n\n\n\n<div style=\"height:1.5rem\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<iframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https:\/\/www.youtube.com\/embed\/g9yJ97rn8Rc?si=iq8nsKxJuSKfKYWA%22\" title=\"YouTube video player\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n\n\n\n<div style=\"height:1.5rem\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h2 class=\"wp-block-heading\">What is reading fluency?<\/h2>\n\n\n\n<p>Reading fluency is comprised of three parts: accuracy, rate, and expression (sometimes referred to as prosody). Although all three components can be measured, most oral reading fluency assessments focus on the predictive skill of automaticity. Automaticity, in turn, is made up of the most predictive two components correlated with later reading success: reading accuracy (the percentage of words read correctly out of the amount of total words attempted) and reading rate (the number of words correct per minute).<\/p>\n\n\n\n<p>An oral reading fluency assessment, such as the oral reading fluency measure in <a href=\"https:\/\/www.nwea.org\/map-reading-fluency\/\">MAP\u00ae Reading Fluency\u2122<\/a>, is the quickest way to screen students to determine if immediate intervention is needed. Without early intervention in place, <a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.1207\/s15327035ex1304_3\">research suggests<\/a> student phonics and fluency gaps will continue to widen and students will continue to fall behind grade-level expectations.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">How do I use oral reading fluency data?<\/h2>\n\n\n\n<p>If a student is low in accuracy while reading an on-grade-level passage, this signals that the student needs acquisition-level instruction and has difficulty with decoding words. A brief screening with an oral reading fluency measure can help you determine if any students are below grade level in accuracy when reading a grade-level text. After the screening, you can assess phonics patterns not yet known and <a href=\"https:\/\/www.nwea.org\/blog\/2024\/3-ways-to-use-flexible-grouping-in-real-time-to-support-student-growth\/\">group students<\/a> accordingly to effectively intervene and teach specific phonics skills.<\/p>\n\n\n\n<p>Here is a list of common actions teachers may need to take, followed by tips on how to go about them:<\/p>\n\n\n\n<ol>\n<li><strong>Identify students with word recognition needs.<\/strong> Use a universal screener that delineates between word recognition and language comprehension difficulties, such as <a href=\"https:\/\/www.nwea.org\/map-reading-fluency\/\">MAP Reading Fluency<\/a>.<\/li>\n\n\n\n<li><strong>Assess student knowledge of phonics patterns.<\/strong> Use a phonics and\/or spelling diagnostic survey to assess phonics skills that students have and have not yet mastered.<\/li>\n\n\n\n<li><strong>Group students for intervention based on data. <\/strong>Form groups of 3\u20135 students who have similar phonics needs.<\/li>\n\n\n\n<li><strong>Begin intervention at the first commonly missing phonics skill. <\/strong>Align student needs with the phonics scope and sequence of your intervention program.<\/li>\n\n\n\n<li><strong>Monitor progress. <\/strong>If students are not making expected progress, adjust the <a href=\"https:\/\/intensiveintervention.org\/resource\/taxonomy-intervention-intensity-overview#:~:text=The%20Taxonomy%20of%20Intervention%20Intensity%20includes%20seven%20dimensions%20(strength%2C%20dosage,academic%20support%2C%20and%20individualization).\">intensity of the intervention<\/a>. Ensure groups are flexible and aligned to student needs.<\/li>\n<\/ol>\n\n\n\n<p>If a student is low in reading rate but not in reading accuracy, this signals the student needs fluency-level instruction and requires more guided practice with reading connected text. One way to provide this is to do a first read and to scaffold learning anytime the student misreads a word. The feedback provided should be the least amount of prompting needed for optimal student learning. For example, if a student misreads \u201cwage\u201d as \u201cwag\u201d and does not self-correct, the teacher may use a series of prompts, as shown here:<\/p>\n\n\n\n<div style=\"height:1rem\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter\"><img loading=\"lazy\" decoding=\"async\" width=\"850\" height=\"244\" src=\"https:\/\/www.nwea.org\/blog\/uploads\/2024\/05\/the-science-of-building-fluent-readers_850x244_tableTeacherReadingPrompts.png\" alt=\"A chart shows how a teacher can help a student pronounce the word \u201cwage.\u201d The teacher can review rules for long and short vowel sounds in English and model pronouncing the word \u201cwage.\u201d\" class=\"wp-image-22271\" srcset=\"https:\/\/www.nwea.org\/blog\/uploads\/2024\/05\/the-science-of-building-fluent-readers_850x244_tableTeacherReadingPrompts.png 850w, https:\/\/www.nwea.org\/blog\/uploads\/2024\/05\/the-science-of-building-fluent-readers_850x244_tableTeacherReadingPrompts-300x86.png 300w, https:\/\/www.nwea.org\/blog\/uploads\/2024\/05\/the-science-of-building-fluent-readers_850x244_tableTeacherReadingPrompts-768x220.png 768w, https:\/\/www.nwea.org\/blog\/uploads\/2024\/05\/the-science-of-building-fluent-readers_850x244_tableTeacherReadingPrompts-720x207.png 720w\" sizes=\"(max-width: 850px) 100vw, 850px\" \/><\/figure><\/div>\n\n\n<div style=\"height:1.5rem\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p>If at any point the student reads the word correctly, you do not need to provide the more extensive level of support and feedback. This way, the student is prompted to do the hard work of decoding and can gain the experience needed to increase their chances of applying this pattern to other words. If the student is given the word as a whole, they may be less likely to think about the unfamiliar pattern within the word and assimilate it into their understanding of how words work. You may then have the student start at the beginning of the sentence and read the word again in the context of the story.<\/p>\n\n\n\n<p>If the word is a Tier 2 vocabulary word or a concept the student may not be familiar with, you may follow up with a student-friendly definition or example, such as \u201cA wage is money you earn for doing work. If you work at a job, you are paid a (wage).\u201d This may be done while keeping in mind the time constraints, the amount of context explaining the word within the text being read, and the importance of understanding the target word to the passage.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">What should I do now?<\/h2>\n\n\n\n<p>In your journey of learning, growing, and shifting practices to align with research, remember to give yourself grace. Choose one thing to focus on at a time and partner with trusted colleagues to collaborate and seek feedback. Leveraging oral reading fluency data can help to tailor interventions to accelerate student progress. Rather than asking kids to laboriously sound out words or expend precious effort to read at an appropriate rate, prioritize improving their phonics and fluency skills, as this allows them to focus on, understand, and ultimately enjoy what they read.<\/p>\n\n\n\n<p>Here\u2019s a quick summary of what you can do when building fluent readers, whether you\u2019re a teacher or a school leader.<\/p>\n\n\n\n<p>Recommendations for teachers:<\/p>\n\n\n\n<ul>\n<li><strong>Use oral reading fluency screening data to identify students in need of word recognition intervention.<\/strong> If students score low in accuracy (regardless of their score on rate), place students in a phonics-focused intervention group aligned with a phonics scope and sequence. If students score low in rate (and on or above level in accuracy), place students in a fluency-focused intervention group.<\/li>\n\n\n\n<li><strong>Use least-to-most prompting and feedback<\/strong> to help students acquire skills faster.<\/li>\n\n\n\n<li><strong>Monitor student progress and adjust intervention intensity<\/strong> as needed.<\/li>\n<\/ul>\n\n\n\n<p>Recommendations for administrators:<\/p>\n\n\n\n<ul>\n<li><strong>Ensure teachers screen students with an oral reading fluency measure three times a year<\/strong>, starting by the winter of first grade.<\/li>\n\n\n\n<li><strong>Provide time for teachers to have high-quality, practical, and embedded <\/strong><a href=\"https:\/\/www.nwea.org\/professional-learning\/content-focused-professional-learning-math-and-literacy-suites\/early-word-recognition\/\"><strong>professional learning in teaching word recognition<\/strong><\/a><strong> and <\/strong><a href=\"https:\/\/www.nwea.org\/professional-learning\/content-focused-professional-learning-math-and-literacy-suites\/\"><strong>reading fluency<\/strong><\/a> aligned to the science of reading.<\/li>\n\n\n\n<li><strong>Encourage collaboration<\/strong> by scheduling data meetings for teachers to discuss students\u2019 data, needs, and progress toward goals.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Do you wonder how to help students build their reading fluency? We recently spoke with Jan Hasbrouck, a researcher, author, leading expert in reading fluency, and co-developer, [&hellip;]<\/p>\n","protected":false},"author":315,"featured_media":22270,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_yoast_wpseo_metadesc":"When building fluent readers, teachers can use oral reading fluency data to understand if students need support improving accuracy or rate.","footnotes":""},"categories":[648],"tags":[619,629,633],"grade_level":[830,833],"product":[],"theme":[],"coauthors":[{"id":315,"name":"Tiffany Peltier, NWEA","link":"https:\/\/www.nwea.org\/blog\/author\/tiffanypeltier\/","avatar_urls":{"24":"https:\/\/www.nwea.org\/blog\/uploads\/2023\/11\/Tiffany-Peltier-bio-pic-24x24.jpg","48":"https:\/\/www.nwea.org\/blog\/uploads\/2023\/11\/Tiffany-Peltier-bio-pic-48x48.jpg","96":"https:\/\/www.nwea.org\/blog\/uploads\/2023\/11\/Tiffany-Peltier-bio-pic-96x96.jpg"}}],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v19.14 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>The science of building fluent readers - Teach. Learn. Grow.<\/title>\n<meta name=\"description\" content=\"When building fluent readers, teachers can use oral reading fluency data to understand if students need support improving accuracy or rate.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.nwea.org\/blog\/2024\/the-science-of-building-fluent-readers\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"The science of building fluent readers - Teach. Learn. Grow.\" \/>\n<meta property=\"og:description\" content=\"When building fluent readers, teachers can use oral reading fluency data to understand if students need support improving accuracy or rate.\" \/>\n<meta property=\"og:url\" content=\"https:\/\/www.nwea.org\/blog\/2024\/the-science-of-building-fluent-readers\/\" \/>\n<meta property=\"og:site_name\" content=\"Teach. Learn. Grow.\" \/>\n<meta property=\"article:publisher\" content=\"https:\/\/www.facebook.com\/NWEA\" \/>\n<meta property=\"article:published_time\" content=\"2024-05-23T12:00:00+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2025-10-29T16:47:17+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/www.nwea.org\/blog\/uploads\/2024\/05\/the-science-of-building-fluent-readers_1200x630_social.jpg\" \/>\n\t<meta property=\"og:image:width\" content=\"1200\" \/>\n\t<meta property=\"og:image:height\" content=\"630\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/jpeg\" \/>\n<meta name=\"author\" content=\"Tiffany Peltier\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:image\" content=\"https:\/\/www.nwea.org\/blog\/uploads\/2024\/05\/the-science-of-building-fluent-readers_1200x630_social.jpg\" \/>\n<meta name=\"twitter:creator\" content=\"@nwea\" \/>\n<meta name=\"twitter:site\" content=\"@nwea\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"Tiffany Peltier\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"5 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\/\/www.nwea.org\/blog\/2024\/the-science-of-building-fluent-readers\/#article\",\"isPartOf\":{\"@id\":\"https:\/\/www.nwea.org\/blog\/2024\/the-science-of-building-fluent-readers\/\"},\"author\":{\"name\":\"Tiffany Peltier\",\"@id\":\"https:\/\/www.nwea.org\/blog\/#\/schema\/person\/73d55d9360263d56d454511e98f63f79\"},\"headline\":\"The science of building fluent readers\",\"datePublished\":\"2024-05-23T12:00:00+00:00\",\"dateModified\":\"2025-10-29T16:47:17+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\/\/www.nwea.org\/blog\/2024\/the-science-of-building-fluent-readers\/\"},\"wordCount\":1047,\"commentCount\":0,\"publisher\":{\"@id\":\"https:\/\/www.nwea.org\/blog\/#organization\"},\"keywords\":[\"Classroom tips\",\"Reading\",\"Science of reading\"],\"articleSection\":[\"ELA\"],\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"CommentAction\",\"name\":\"Comment\",\"target\":[\"https:\/\/www.nwea.org\/blog\/2024\/the-science-of-building-fluent-readers\/#respond\"]}]},{\"@type\":\"WebPage\",\"@id\":\"https:\/\/www.nwea.org\/blog\/2024\/the-science-of-building-fluent-readers\/\",\"url\":\"https:\/\/www.nwea.org\/blog\/2024\/the-science-of-building-fluent-readers\/\",\"name\":\"The science of building fluent readers - Teach. Learn. Grow.\",\"isPartOf\":{\"@id\":\"https:\/\/www.nwea.org\/blog\/#website\"},\"datePublished\":\"2024-05-23T12:00:00+00:00\",\"dateModified\":\"2025-10-29T16:47:17+00:00\",\"description\":\"When building fluent readers, teachers can use oral reading fluency data to understand if students need support improving accuracy or rate.\",\"breadcrumb\":{\"@id\":\"https:\/\/www.nwea.org\/blog\/2024\/the-science-of-building-fluent-readers\/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\/\/www.nwea.org\/blog\/2024\/the-science-of-building-fluent-readers\/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\/\/www.nwea.org\/blog\/2024\/the-science-of-building-fluent-readers\/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https:\/\/www.nwea.org\/blog\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"The science of building fluent readers\"}]},{\"@type\":\"WebSite\",\"@id\":\"https:\/\/www.nwea.org\/blog\/#website\",\"url\":\"https:\/\/www.nwea.org\/blog\/\",\"name\":\"Teach. Learn. Grow.\",\"description\":\"The education blog\",\"publisher\":{\"@id\":\"https:\/\/www.nwea.org\/blog\/#organization\"},\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\/\/www.nwea.org\/blog\/?s={search_term_string}\"},\"query-input\":\"required name=search_term_string\"}],\"inLanguage\":\"en-US\"},{\"@type\":\"Organization\",\"@id\":\"https:\/\/www.nwea.org\/blog\/#organization\",\"name\":\"NWEA\",\"url\":\"https:\/\/www.nwea.org\/blog\/\",\"logo\":{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\/\/www.nwea.org\/blog\/#\/schema\/logo\/image\/\",\"url\":\"https:\/\/d1ushxurfijnsi.cloudfront.net\/blog\/uploads\/2023\/02\/NWEA_Blog_FEB23.png\",\"contentUrl\":\"https:\/\/d1ushxurfijnsi.cloudfront.net\/blog\/uploads\/2023\/02\/NWEA_Blog_FEB23.png\",\"width\":1200,\"height\":642,\"caption\":\"NWEA\"},\"image\":{\"@id\":\"https:\/\/www.nwea.org\/blog\/#\/schema\/logo\/image\/\"},\"sameAs\":[\"https:\/\/www.instagram.com\/nwea\/\",\"https:\/\/www.linkedin.com\/company\/nwea\",\"https:\/\/www.pinterest.com\/nweamap\/\",\"https:\/\/www.facebook.com\/NWEA\",\"https:\/\/twitter.com\/nwea\"]},{\"@type\":\"Person\",\"@id\":\"https:\/\/www.nwea.org\/blog\/#\/schema\/person\/73d55d9360263d56d454511e98f63f79\",\"name\":\"Tiffany Peltier\",\"image\":{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\/\/www.nwea.org\/blog\/#\/schema\/person\/image\/b4517bf48d885dd1702c69f1b80f4b30\",\"url\":\"https:\/\/www.nwea.org\/blog\/uploads\/2023\/11\/Tiffany-Peltier-bio-pic-96x96.jpg\",\"contentUrl\":\"https:\/\/www.nwea.org\/blog\/uploads\/2023\/11\/Tiffany-Peltier-bio-pic-96x96.jpg\",\"caption\":\"Tiffany Peltier\"},\"description\":\"Tiffany Peltier has served as an elementary teacher, instructional coach, and university professor. Her research focuses on reading instruction, intervention, and difficulties, including dyslexia. She now works as the director of Professional Learning at NWEA while actively contributing to the field as a member of the CERI board of directors and Learning Ally\u2019s national advisory board. She holds an MEd in curriculum and instruction, reading specialist, from Texas A&amp;M University and a PhD in learning sciences from the University of Oklahoma.\",\"url\":\"https:\/\/www.nwea.org\/blog\/author\/tiffanypeltier\/\"}]}<\/script>\n<!-- \/ Yoast SEO plugin. -->","yoast_head_json":{"title":"The science of building fluent readers - Teach. Learn. Grow.","description":"When building fluent readers, teachers can use oral reading fluency data to understand if students need support improving accuracy or rate.","robots":{"index":"index","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"canonical":"https:\/\/www.nwea.org\/blog\/2024\/the-science-of-building-fluent-readers\/","og_locale":"en_US","og_type":"article","og_title":"The science of building fluent readers - Teach. Learn. Grow.","og_description":"When building fluent readers, teachers can use oral reading fluency data to understand if students need support improving accuracy or rate.","og_url":"https:\/\/www.nwea.org\/blog\/2024\/the-science-of-building-fluent-readers\/","og_site_name":"Teach. Learn. Grow.","article_publisher":"https:\/\/www.facebook.com\/NWEA","article_published_time":"2024-05-23T12:00:00+00:00","article_modified_time":"2025-10-29T16:47:17+00:00","og_image":[{"width":1200,"height":630,"url":"https:\/\/www.nwea.org\/blog\/uploads\/2024\/05\/the-science-of-building-fluent-readers_1200x630_social.jpg","type":"image\/jpeg"}],"author":"Tiffany Peltier","twitter_card":"summary_large_image","twitter_image":"https:\/\/www.nwea.org\/blog\/uploads\/2024\/05\/the-science-of-building-fluent-readers_1200x630_social.jpg","twitter_creator":"@nwea","twitter_site":"@nwea","twitter_misc":{"Written by":"Tiffany Peltier","Est. reading time":"5 minutes"},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"Article","@id":"https:\/\/www.nwea.org\/blog\/2024\/the-science-of-building-fluent-readers\/#article","isPartOf":{"@id":"https:\/\/www.nwea.org\/blog\/2024\/the-science-of-building-fluent-readers\/"},"author":{"name":"Tiffany Peltier","@id":"https:\/\/www.nwea.org\/blog\/#\/schema\/person\/73d55d9360263d56d454511e98f63f79"},"headline":"The science of building fluent readers","datePublished":"2024-05-23T12:00:00+00:00","dateModified":"2025-10-29T16:47:17+00:00","mainEntityOfPage":{"@id":"https:\/\/www.nwea.org\/blog\/2024\/the-science-of-building-fluent-readers\/"},"wordCount":1047,"commentCount":0,"publisher":{"@id":"https:\/\/www.nwea.org\/blog\/#organization"},"keywords":["Classroom tips","Reading","Science of reading"],"articleSection":["ELA"],"inLanguage":"en-US","potentialAction":[{"@type":"CommentAction","name":"Comment","target":["https:\/\/www.nwea.org\/blog\/2024\/the-science-of-building-fluent-readers\/#respond"]}]},{"@type":"WebPage","@id":"https:\/\/www.nwea.org\/blog\/2024\/the-science-of-building-fluent-readers\/","url":"https:\/\/www.nwea.org\/blog\/2024\/the-science-of-building-fluent-readers\/","name":"The science of building fluent readers - Teach. Learn. Grow.","isPartOf":{"@id":"https:\/\/www.nwea.org\/blog\/#website"},"datePublished":"2024-05-23T12:00:00+00:00","dateModified":"2025-10-29T16:47:17+00:00","description":"When building fluent readers, teachers can use oral reading fluency data to understand if students need support improving accuracy or rate.","breadcrumb":{"@id":"https:\/\/www.nwea.org\/blog\/2024\/the-science-of-building-fluent-readers\/#breadcrumb"},"inLanguage":"en-US","potentialAction":[{"@type":"ReadAction","target":["https:\/\/www.nwea.org\/blog\/2024\/the-science-of-building-fluent-readers\/"]}]},{"@type":"BreadcrumbList","@id":"https:\/\/www.nwea.org\/blog\/2024\/the-science-of-building-fluent-readers\/#breadcrumb","itemListElement":[{"@type":"ListItem","position":1,"name":"Home","item":"https:\/\/www.nwea.org\/blog\/"},{"@type":"ListItem","position":2,"name":"The science of building fluent readers"}]},{"@type":"WebSite","@id":"https:\/\/www.nwea.org\/blog\/#website","url":"https:\/\/www.nwea.org\/blog\/","name":"Teach. Learn. Grow.","description":"The education blog","publisher":{"@id":"https:\/\/www.nwea.org\/blog\/#organization"},"potentialAction":[{"@type":"SearchAction","target":{"@type":"EntryPoint","urlTemplate":"https:\/\/www.nwea.org\/blog\/?s={search_term_string}"},"query-input":"required name=search_term_string"}],"inLanguage":"en-US"},{"@type":"Organization","@id":"https:\/\/www.nwea.org\/blog\/#organization","name":"NWEA","url":"https:\/\/www.nwea.org\/blog\/","logo":{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/www.nwea.org\/blog\/#\/schema\/logo\/image\/","url":"https:\/\/d1ushxurfijnsi.cloudfront.net\/blog\/uploads\/2023\/02\/NWEA_Blog_FEB23.png","contentUrl":"https:\/\/d1ushxurfijnsi.cloudfront.net\/blog\/uploads\/2023\/02\/NWEA_Blog_FEB23.png","width":1200,"height":642,"caption":"NWEA"},"image":{"@id":"https:\/\/www.nwea.org\/blog\/#\/schema\/logo\/image\/"},"sameAs":["https:\/\/www.instagram.com\/nwea\/","https:\/\/www.linkedin.com\/company\/nwea","https:\/\/www.pinterest.com\/nweamap\/","https:\/\/www.facebook.com\/NWEA","https:\/\/twitter.com\/nwea"]},{"@type":"Person","@id":"https:\/\/www.nwea.org\/blog\/#\/schema\/person\/73d55d9360263d56d454511e98f63f79","name":"Tiffany Peltier","image":{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/www.nwea.org\/blog\/#\/schema\/person\/image\/b4517bf48d885dd1702c69f1b80f4b30","url":"https:\/\/www.nwea.org\/blog\/uploads\/2023\/11\/Tiffany-Peltier-bio-pic-96x96.jpg","contentUrl":"https:\/\/www.nwea.org\/blog\/uploads\/2023\/11\/Tiffany-Peltier-bio-pic-96x96.jpg","caption":"Tiffany Peltier"},"description":"Tiffany Peltier has served as an elementary teacher, instructional coach, and university professor. Her research focuses on reading instruction, intervention, and difficulties, including dyslexia. She now works as the director of Professional Learning at NWEA while actively contributing to the field as a member of the CERI board of directors and Learning Ally\u2019s national advisory board. She holds an MEd in curriculum and instruction, reading specialist, from Texas A&amp;M University and a PhD in learning sciences from the University of Oklahoma.","url":"https:\/\/www.nwea.org\/blog\/author\/tiffanypeltier\/"}]}},"formatted_date":"05.23.24","post_default_image":{"ID":16450,"id":16450,"title":"","filename":"6-ways-to-help-your-child-read-fluently-cover-to-cover_1200x630_social.png","filesize":1169907,"url":"https:\/\/www.nwea.org\/blog\/uploads\/2021\/12\/6-ways-to-help-your-child-read-fluently-cover-to-cover_1200x630_social.png","link":"https:\/\/www.nwea.org\/blog\/2025\/6-ways-to-help-your-child-read-fluently-cover-to-cover\/6-ways-to-help-your-child-read-fluently-cover-to-cover_1200x630_social\/","alt":"","author":"142","description":"","caption":"","name":"6-ways-to-help-your-child-read-fluently-cover-to-cover_1200x630_social","status":"inherit","uploaded_to":16447,"date":"2021-12-15 18:43:32","modified":"2023-05-16 19:36:21","menu_order":0,"mime_type":"image\/png","type":"image","subtype":"png","icon":"https:\/\/www.nwea.org\/blog\/wp\/wp-includes\/images\/media\/default.png","width":1200,"height":630,"sizes":{"thumbnail":"https:\/\/www.nwea.org\/blog\/uploads\/2021\/12\/6-ways-to-help-your-child-read-fluently-cover-to-cover_1200x630_social-150x150.png","thumbnail-width":150,"thumbnail-height":150,"medium":"https:\/\/www.nwea.org\/blog\/uploads\/2021\/12\/6-ways-to-help-your-child-read-fluently-cover-to-cover_1200x630_social-300x158.png","medium-width":300,"medium-height":158,"medium_large":"https:\/\/www.nwea.org\/blog\/uploads\/2021\/12\/6-ways-to-help-your-child-read-fluently-cover-to-cover_1200x630_social-768x403.png","medium_large-width":768,"medium_large-height":403,"large":"https:\/\/www.nwea.org\/blog\/uploads\/2021\/12\/6-ways-to-help-your-child-read-fluently-cover-to-cover_1200x630_social.png","large-width":1200,"large-height":630,"1536x1536":"https:\/\/www.nwea.org\/blog\/uploads\/2021\/12\/6-ways-to-help-your-child-read-fluently-cover-to-cover_1200x630_social.png","1536x1536-width":1200,"1536x1536-height":630,"2048x2048":"https:\/\/www.nwea.org\/blog\/uploads\/2021\/12\/6-ways-to-help-your-child-read-fluently-cover-to-cover_1200x630_social.png","2048x2048-width":1200,"2048x2048-height":630,"lg_square":"https:\/\/www.nwea.org\/blog\/uploads\/2021\/12\/6-ways-to-help-your-child-read-fluently-cover-to-cover_1200x630_social-325x325.png","lg_square-width":325,"lg_square-height":325,"rel_thumb":"https:\/\/www.nwea.org\/blog\/uploads\/2021\/12\/6-ways-to-help-your-child-read-fluently-cover-to-cover_1200x630_social-720x378.png","rel_thumb-width":720,"rel_thumb-height":378}},"time_to_read":"5-minute read","_links":{"self":[{"href":"https:\/\/www.nwea.org\/blog\/wp-json\/wp\/v2\/posts\/22265"}],"collection":[{"href":"https:\/\/www.nwea.org\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.nwea.org\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.nwea.org\/blog\/wp-json\/wp\/v2\/users\/315"}],"replies":[{"embeddable":true,"href":"https:\/\/www.nwea.org\/blog\/wp-json\/wp\/v2\/comments?post=22265"}],"version-history":[{"count":11,"href":"https:\/\/www.nwea.org\/blog\/wp-json\/wp\/v2\/posts\/22265\/revisions"}],"predecessor-version":[{"id":25810,"href":"https:\/\/www.nwea.org\/blog\/wp-json\/wp\/v2\/posts\/22265\/revisions\/25810"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.nwea.org\/blog\/wp-json\/wp\/v2\/media\/22270"}],"wp:attachment":[{"href":"https:\/\/www.nwea.org\/blog\/wp-json\/wp\/v2\/media?parent=22265"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.nwea.org\/blog\/wp-json\/wp\/v2\/categories?post=22265"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.nwea.org\/blog\/wp-json\/wp\/v2\/tags?post=22265"},{"taxonomy":"grade_level","embeddable":true,"href":"https:\/\/www.nwea.org\/blog\/wp-json\/wp\/v2\/grade_level?post=22265"},{"taxonomy":"product","embeddable":true,"href":"https:\/\/www.nwea.org\/blog\/wp-json\/wp\/v2\/product?post=22265"},{"taxonomy":"nwea_theme","embeddable":true,"href":"https:\/\/www.nwea.org\/blog\/wp-json\/wp\/v2\/theme?post=22265"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/www.nwea.org\/blog\/wp-json\/wp\/v2\/coauthors?post=22265"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}