Eight third-grade teachers and their 111 students participated in this 12-week study that was conducted within regular classroom settings. Sixteen of the students demonstrated significant reading problems and qualified for special education or were identified by the school district as dyslexic. This study addressed the differential effects of fluency and comprehension instruction on fluency and comprehension outcomes in two groups of students: those with significant reading problems and those who are low- to average-achieving students. Eight classrooms of third graders and their teachers were assigned to one of two interventions : partner reading, designed to enhance fluency, or collaborative strategic reading, designed to enhance comprehension. Results indicated no statistically significant main effects or group-by-time interaction effects; however, over time (pre- to posttest), there were statistically significant effects for rate of reading and correct words read per minute (but not accuracy or comprehension) for both partner reading and collaborative strategic reading for both low- to average-achieving students and students with reading disabilities.

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We examined a yearlong collaboration between researchers and school personnel (general education teachers of grades K-3 and special education teachers) focused on implementing a school-based model for preventing reading difficulties. The purpose was to provide opportunities for teachers to reflect on their current reading instruction and to consider ways to alter or extend it. Teachers were introduced to practices to enhance phonological awareness and the alphabetic principle, fluency, comprehension, and student progress monitoring through four interconnected professional development components: (a) presentations by experts on each of three reading related topics, (b) ongoing bimonthly teacher study teams, (c) teacher examination and analysis of student progress data, and (d) in-class support for implementing instructional enhancements. Findings revealed changes in: (a) teachers’ perceptions and understanding of reading practices, particularly the importance of ongoing student progress monitoring; and (b) student gains in reading.

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