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The author argues that a flexible intervention structure can embed Oral Reading Fluency practice within intervention settings that often prioritize silent reading and comprehension strategy instruction.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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problem does the paper address regarding secondary readers?","Question",{"text":62,"@type":63},"The paper addresses low oral reading fluency among striving adolescent readers and the resulting difficulty accessing complex connected text in secondary grades.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Why is oral reading fluency important for reading comprehension?",{"text":67,"@type":63},"Oral reading fluency supports comprehension because inadequate fluency consumes cognitive resources, leaving less capacity to construct meaning from the text.",{"name":69,"@type":60,"acceptedAnswer":70},"How does the paper propose supporting ORF during a comprehension-focused intervention?",{"text":71,"@type":63},"It adapts a Collaborative Strategic Reading (CSR) framework, using cooperative groups where students take turns reading so accuracy, speed, and appropriate expression can be monitored and 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Increasing Oral Reading Fluency in Secondary Striving Readers  \nChae D’Ann Ray, M.Ed., NBCT, Student The University of Texas Rio Grande Valley  \nAbstract  \nThis summary paper presents an adaptation of an existing comprehension-focused intervention to intentionally integrate fluency instruction for secondary readers. Classroom implementation highlighted gains in student fluency and confidence in engaging with complex nonfiction texts. The author asserts that a flexible intervention approach offers a feasible structure for embedding Oral Reading Fluency practice into intervention spaces that traditionally prioritize silent reading and comprehension strategy instruction.  \nKeywords: oral reading fluency, intervention, adolescent literacy, classroom practice, comprehension  \nThe National Assessment of Educational Progress (NAEP) Oral Reading Fluency (ORF) study found a strong correlation between students performing below NAEP Basic and poor fluency in reading of connected text (White et al., 2021) . This correlation suggests that inadequate ORF can be an indicator of low reading proficiency and a hurdle impeding adolescent readers in accessing the complex text required in secondary grades (Rasinski et al., 2005). Yet, prioritization of fluency instruction often concludes in primary grades, despite it being an essential  \ncomponent of reading comprehension and proficiency (Paige & Magpuri-Lavell, 2014) .  \nOn the 2024 administration of the NAEP Reading Assessment, only 31% of fourth graders and 33% of eighth graders achieved at or above Proficient (National Center for Education Statistics, 2024) . In addition, 40% of fourth graders and 33% of eighth graders performed below NAEP Basic, the highest percentage recorded for eighth grade, continuing a steady decline in reading achievement since 2017 (National Center for Education Statistics, 2024) . Despite the lack  \nTexas Association for Literacy Education Yearbook, Volume 12: Tall City TALE: Inspiring Literacy Everywhere  \n©2025 Texas Association for Literacy Education  \nISSN: 2374-0590 online  \nof achievement level descriptors (ALDs) for Below Basic, the NAEP ORF study provides educators with some understanding of instructional needs for striving adolescent readers.  \nIn recognition of declining NAEP scores, district literacy leaders are working to support students across grade levels, and many are turning to reading intervention, defined as an educational program, product, practice, or policy aimed at improving student outcomes (Cognition and Technology Group et al., 2016) . Though the research points to improving fluency as away to support striving readers in secondary schools, secondary ELA curricula do not often provide explicit opportunities for ORF, given that much of what secondary students are required to do is silent (Fisher et al., 2025; Kuhn & Schwanenflugel, 2018; Rasinski et al., 2005) . This is a summary of an instructional, research-based practice in supporting striving adolescent readers with ORF during a comprehension-focused intervention.  \nLiterature Review  \nWhat is so Important About ORF?  \nA false dichotomy persists: students in kindergarten through second grade have a primary reading focus of learning to read, while in third grade and beyond, students’primary focus is reading to learn (Torgesen, 1998; Cervetti & Hiebert, 2018) . However, national reading achievement data contradict this assumption, suggesting that many students in secondary grades struggle with foundational literacy skills (National Center for Education Statistics, 2024) . ORF, measured by a student’s ability to read text with speed, accuracy, and proper expression, plays a critical role in students’ ability to comprehend text (Kuhn & Schwanenflugel, 2018; Paige et al., 2012) . Without adequate  \nfluency, a student’s brain utilizes a great deal of cognitive real estate when reading, leaving little room for making meaning of the text (Wang et al., 2018;","cbCaifs8Up6Dzgpv","https://ap.wps.com/l/cbCaifs8Up6Dzgpv","pdf",946662,"English","# Abstract\n# Introduction\n## NAEP ORF Findings and Challenges\n## Need for Fluency in Secondary ELA\n# Literature Review\n## What Is So Important About ORF?\n## How Can ORF Be Supported During a Comprehension-Focused Intervention?","[{\"question\":\"What problem does the paper address regarding secondary readers?\",\"answer\":\"The paper addresses low oral reading fluency among striving adolescent readers and the resulting difficulty accessing complex connected text in secondary grades.\"},{\"question\":\"Why is oral reading fluency important for reading comprehension?\",\"answer\":\"Oral reading fluency supports comprehension because inadequate fluency consumes cognitive resources, leaving less capacity to construct meaning from the text.\"},{\"question\":\"How does the paper propose supporting ORF during a comprehension-focused intervention?\",\"answer\":\"It adapts a Collaborative Strategic Reading (CSR) framework, using cooperative groups where students take turns reading so accuracy, speed, and appropriate expression can be monitored and modeled.\"}]","Chapter 3 - Building a Stronger Bridge: Increasing Oral Reading Fluency in Secondary Striving Readers | PDF",1792042864,18]