Read Naturally has come under some criticism lately for a couple of reasons. Some people confuse speed reading and fluency. Fluency is NOT about reading as quickly as you can. Rather, fluency involves reading accurately, at an appropriate pace and with suitable expression. Research has clearly documented the correlation between fluency and comprehension. A study by Duke, Pressley, and Hilden (2004) estimated that 75-90% of students with comprehension problems also lacked fluency.
Programs are just tools that help teachers do their job more efficiently and effectively. At our literacy centre, we used a variety of strategies and resources to personalize learning and respond to each student's unique needs. Some of the resources we've used and shared with others include, but are not limited to: Lindamood-Bell, Phonographix, Discover Reading, Read Naturally, REWARDS, Phonics for Reading, Read Well, Spellography, Ticket to Read, Reading A-Z, Raz-Kids, Earobics and Wordmaker. Read Naturally is just one tool - it is not a total reading program. Rather, it is a supplemental intervention program specifically targeting students who struggle with fluency. Not all students need the Read Naturally strategy. For those that do, it is a very effective intervention when properly implemented.
Programs are just tools that help teachers do their job more efficiently and effectively. At our literacy centre, we used a variety of strategies and resources to personalize learning and respond to each student's unique needs. Some of the resources we've used and shared with others include, but are not limited to: Lindamood-Bell, Phonographix, Discover Reading, Read Naturally, REWARDS, Phonics for Reading, Read Well, Spellography, Ticket to Read, Reading A-Z, Raz-Kids, Earobics and Wordmaker. Read Naturally is just one tool - it is not a total reading program. Rather, it is a supplemental intervention program specifically targeting students who struggle with fluency. Not all students need the Read Naturally strategy. For those that do, it is a very effective intervention when properly implemented.
Well-designed studies that implement the Read Naturally strategy with fidelity, have consistently demonstrated its effectiveness. For example, Christ & Davie (2009) found that students using Read Naturally had 39% greater gains in fluency than students in a control group. In a study by Heistad (2004), students receiving year long supplemental intervention using Read Naturally improved significantly in overall reading proficiency. The Florida Center for Reading Research gave Read Naturally the highest possible rating for fluency and comprehension, and in a review of supplemental and intervention programs by the University of Oregon's Reading First Center, Read Naturally received a 92% rating for fluency instruction.
In addition, notable reading educators speak highly of the Read Naturally strategy. In her book, Overcoming Dyslexia, Sally Shaywitz speaks of the importance of fluency training and recommends Read Naturally because it, "follows the basic principles of effective fluency instruction." Jan Hasbrouck says that, "Read Naturally makes best use of the research base on fluency and has the strongest evidence of effectiveness as a fluency intervention." Kevin Feldman believes that Read Naturally is the "gold standard for intervention in fluency".
It's important to note that the evaluations of Read Naturally by What Works Clearinghouse (WWC) are misleading. The July 2010 review is based on a 2006 study by Belle Chenault, designed to examine students with persistent writing problems, not fluency concerns. Read Naturally was used as contact control and the strategy was not properly implemented. Chenault has stated that, "The Read Naturally program is a widely recognized and widely used curriculum that has been appropriately validated in other studies. This study was not intended as an examination of the Read Naturally program. Using our study to evaluate Read Naturally or its effects is a misapplication of our data."
Earlier evaluations by WWC were also based on studies that were not designed to evaluate Read Naturally. In each case, the researchers have stated that using their study as an evaluation of Read Naturally would be inappropriate and have asked WWC not to post them.
Numerous researchers and organizations have criticized What Works Clearinghouse. As quoted in Richard Allington's book, What Really Matters in Response to Intervention, Slavin (2007) wrote,"the clearinghouse gives its highest rating for evidence of positive effects to programs supported by studies that are often very small, very brief,very biased, and/or very seriously flawed in other ways." More concerns about What Works Clearinghouse can be found at: http://www.nifdi.org/what_works_clearinghouse.htm
In our own district, many teachers have used Read Naturally for years with very positive results. When using Read Naturally to develop fluency at our literacy centre, we consistently saw significant growth. Also, we believe that the structure of the Read Naturally program helped improve their confidence and attitudes toward reading. We weren't responsible for coordinating the district Read Naturally program, but it shouldn't be surprising to see inconsistent results if the strategy was not implemented with fidelity.
Research studies have shown that explicit fluency instruction can improve overall reading achievement. This year, we’ve been using Read Live, the online version of Read Naturally, to help our students develop fluency. The online format allows anywhere, anytime access to the program so students can continue to practice when they are away from the centre.
In addition, notable reading educators speak highly of the Read Naturally strategy. In her book, Overcoming Dyslexia, Sally Shaywitz speaks of the importance of fluency training and recommends Read Naturally because it, "follows the basic principles of effective fluency instruction." Jan Hasbrouck says that, "Read Naturally makes best use of the research base on fluency and has the strongest evidence of effectiveness as a fluency intervention." Kevin Feldman believes that Read Naturally is the "gold standard for intervention in fluency".
It's important to note that the evaluations of Read Naturally by What Works Clearinghouse (WWC) are misleading. The July 2010 review is based on a 2006 study by Belle Chenault, designed to examine students with persistent writing problems, not fluency concerns. Read Naturally was used as contact control and the strategy was not properly implemented. Chenault has stated that, "The Read Naturally program is a widely recognized and widely used curriculum that has been appropriately validated in other studies. This study was not intended as an examination of the Read Naturally program. Using our study to evaluate Read Naturally or its effects is a misapplication of our data."
Earlier evaluations by WWC were also based on studies that were not designed to evaluate Read Naturally. In each case, the researchers have stated that using their study as an evaluation of Read Naturally would be inappropriate and have asked WWC not to post them.
Numerous researchers and organizations have criticized What Works Clearinghouse. As quoted in Richard Allington's book, What Really Matters in Response to Intervention, Slavin (2007) wrote,"the clearinghouse gives its highest rating for evidence of positive effects to programs supported by studies that are often very small, very brief,very biased, and/or very seriously flawed in other ways." More concerns about What Works Clearinghouse can be found at: http://www.nifdi.org/what_works_clearinghouse.htm
In our own district, many teachers have used Read Naturally for years with very positive results. When using Read Naturally to develop fluency at our literacy centre, we consistently saw significant growth. Also, we believe that the structure of the Read Naturally program helped improve their confidence and attitudes toward reading. We weren't responsible for coordinating the district Read Naturally program, but it shouldn't be surprising to see inconsistent results if the strategy was not implemented with fidelity.
Research studies have shown that explicit fluency instruction can improve overall reading achievement. This year, we’ve been using Read Live, the online version of Read Naturally, to help our students develop fluency. The online format allows anywhere, anytime access to the program so students can continue to practice when they are away from the centre.
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