This paper describes the origins of the widely used curriculum-based measure of oral reading fluency (ORF) and how the creation and use of ORF norms has evolved over time.
![An Update to Compiled ORF [Oral Reading Fluency] Norms by Jan Hasbrouck and Gerald Tindal](https://thereadingforum.com/wp-content/uploads/2024/04/Screenshot-2024-04-22-at-7.49.36-PM-796x1024.png)
A Conversation with Pamela A. Mason – Classroom Caffeine Podcast
Dr. Pamela A. Mason is known for her work studying the role of culturally sustaining pedagogy in promoting literacy achievement, the interaction of text complexity and background knowledge, qualitative and quantitative literacy assessment, and the efficacy of the roles of Reading Specialists and Literacy Coaches.
Motivation and Engagement by Peter Afflerbach
In this chapter we examine motivation and engagement, the relationship between them, and how to foster both factors in our reading classrooms.
Scaffolding Expository Reading with Picture Books by Brittany Adams et al.
How can teachers prepare young learners for the language demands of content area texts? This article presents linguistically informed strategies to support young learners navigating informational texts.
A Schema-Theoretic View of Basic Processes in Reading Comprehension by Richard C. Anderson and P. David Pearson
To say that one has comprehended a text is to say that she has found a mental “home” for the information in the text, or else that she has modified an existing mental home in order to accommodate that new information.
Does Text Complexity Matter in the Elementary Grades? by Steven J. Amendum, Kristin Conradi, and Elfrieda Hiebert
Prompted by new standards for increased text complexity, the review investigates the relationships
between text difficulty and reading fluency and comprehension.
Explicit Instruction by Dana Robertson
When teachers adaptively use explicit instruction to engage their students with text, they weave together several important elements of effective instruction: scaffolds, engagement, knowledge building, and intensity through coherence and increased content coverage.
Interactive Teaching to Promote Independent Learning from Text
Reciprocal teaching has been effectively implemented by teachers working in both small and large group
settings, in a peer tutoring situation, in content area instruction, and most recently in listening comprehension instruction.
Teaching Reading Is More Than a Science: It’s Also an Art by Paige et al.
The art of teaching acknowledges teachers’ judgment and its role in the critical decisions made by teachers regarding the SOR and the selection, preparation, delivery, and assessment of literacy activities within the social interactions of the classroom.
What Constitutes a Science of Reading Instruction? by Timothy Shanahan
One’s comfort with today’s science of reading seems to depend on which instructional approaches one advocates and what one is willing to accept as determinative evidence. [In] this article, I delve into the nature of the kind of evidence that should be the basis of a science of reading instruction.
