2022 Early Hearing Detection & Intervention Virtual Conference
March 13 - 15, 2022
6/19/2018 | 12:00 PM - 1:15 PM | Robust Oral Reading Fluency Gains Using Dyad Reading | Hobble Creek
Robust Oral Reading Fluency Gains Using Dyad Reading
Children’s ability to learn to read directly affects their performance in school and also how successful they are throughout their lives. Children and adolescents who struggle with reading are more likely to drop out of school and be less prepared for higher education and career opportunities. The solution for increasing students’ reading proficiency seems simple: students need to read more and with greater efficiency. Many U.S. educators search for efficient programs and approaches to narrow the ever-widening gap between skilled and struggling readers. To that end, special and general educators alike are always seeking a more effective method or process to increase oral reading fluency and comprehension skills. While most methods produce some improvement, many require more class time than is available and additional work to adapt the method to different student levels. The simplicity, cost effectiveness, and minimal time required to implement dyad reading, as well as the documented robust gains achieved, exhibit the usefulness of this method.
- Participants in this session will understand the rationale for the use of dyad reading with challenging text.
- Participants will engage in practicing the method.
- When participants leave the session, they will be ready to implement dyad reading in their classrooms.
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Presenters/Authors
Melody Andreasen
(), Utah Professional Development Network (UPDN), melody.andreasen@usu.edu;
Melody Andreasen, M.Ed., has been in the education field for 16 years. She spent 8 of that substituting all grade levels and the other 8 teaching special education. She started in the junior high behavior unit and then moved to the high school. She then taught ELA, math, and skills in the junior high setting for 7 years also serving as the department chair and assessment coordinator. She holds a Level II teaching certificate with a middle school math endorsement (HQ/NCLB) in Utah and a provisional in Arizona where she taught in a K-4 Autism unit and in a developmental preschool. She is currently working as an Instructional Coach/Implementation Specialist with the Utah Professional Development Network (UPDN).
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Jeana Cleaver
(), Utah Professional Development Network (UPDN), jeana.cleaver@usu.edu;
ASHA DISCLOSURE:
Financial -
Nonfinancial -