The scientific evidence base on how we learn to read and how to best teach reading has been growing and converging over 40 years. This includes brain imaging studies that show how our brains learn to read and underlying causes of why some students have difficulty learning read.

Sadly, teachers often do not have access to this evidence base. Many teachers report that their preservice education in college did little to prepare them for teaching reading. Many veteran teachers report a lack of quality professional development once hired that could help them improve their reading instruction. And for too long, the reading wars have confused teachers and administrators. These wars started in the 1990's when whole language advocates succeeded in convincing too many schools that learning to read comes naturally without the need for explicit instruction in decoding skills. Even today, there are many reading "experts" that say they promote a "balanced" approach to beginning instruction, but what that actually represents is a little bit of incidental phonics thrown in on top of the same approaches to reading instruction that have not worked for the past 25 years. The latest scores from the National Assessment of Educational Progress, also known as the nation's report card, were just released—and things aren't looking good for the country's young readers. 

I decided to start with the work of Jan Hasbrouck, a friend and colleague who I believe knows more about fluency than any other educator in the country. Together with her colleague, Gerald Tindal, Jan developed the first set of national norms for oral reading fluency performance in 1992. They updated and presented the norms in 2006 in an article: Oral Reading Fluency Norms: A Valuable Assessment Tool for Reading Teachers...

Here is a link to my archived webinar titled “A Best-Practices Instructional Routine for Writing in the Content Areas”...