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Reading fluency has traditionally been viewed as a goal of reading that is taught and mastered in the elementary grades. In this article we challenge that notion by exploring the role of reading fluency as a contributor to reading proficiency and difficulty among intermediate and middle grade students. We assessed reading fluency development among a large number of third-, fifth-, and seventh-grade students, using prosody (expressiveness in oral reading) rather than reading rate (word recognition automaticity) as a measure of reading fluency. We found moderately strong correlations between fluency and silent reading comprehension as measured by a standardized achievement test at all three grade levels. Our findings suggest that reading fluency appears to be a significant variable in upper elementary and middle grade students' reading. Moreover, the findings add to mounting evidence that prosody is an important component in the full manifestation of reading fluency. Both components of fluency, automaticity and prosody, should be considered in measures of reading fluency and in instructional methodologies for improving reading fluency. We suggest that more research is called for into the role of reading fluency among adolescent students, especially those students experiencing difficulty in achieving high levels of literacy. We also call for continued research into the role of prosody in students' reading achievement.

Extensive reading with graded readers has been proved to be an approach that helps learners improve their reading ability. However, only a few studies have explored the effects of additive extensive reading with other types of reading materials on struggling EFL learners. This study investigated the effects of Science and Research Association Reading Laboratory (SRA) and Reading Reflective Journals (RRJ) as additive extensive reading activities on struggling EFL tertiary students’ English reading ability and performance. This study was a comparative mixed-methods approach conducted at a Thai university over 15 weeks. The students were two intact groups enrolled in a reading course taught by the researcher. One group was assigned to SRA, and the other to RRJ. Data were collected by means of English reading pre- and post-tests, students’ reflective journals, and an open-ended questionnaire. Both quantitative and qualitative results indicate that SRA and RRJ positively impact students’ reading ability, their attitudes towards English reading, and their knowledge. Since SRA and RRJ are based on different theories, each has its limitations. The combined activity of SRA and RRJ features is suggested. The factors affecting the use of additive ER should also be considered when implementing any type of ER.

To evaluate the effects of an intensive tertiary reading intervention, 27 students with severe reading difficulties and disabilities, 14 of whom had demonstrated an inadequate response to 1—2 tiers of prior reading instruction, received a 16-week intervention package involving decoding and fluency skills. The decoding intervention was provided for 2 hours per day for 8 weeks and was based on the Phono-Graphix program. The fluency intervention followed the decoding intervention and involved 1 hour of daily instruction for 8 weeks based on the Read Naturally program. The 16-week intervention resulted in significant improvement in reading decoding, fluency, and comprehension. Although individual responses to the intervention were variable, 12 of the 27 students showed a significant response to these interventions. Students who had participated in previous Tier 1 plus Tier 2 interventions but remained impaired had a stronger response to intervention in the current study than students who had previously participated only in Tier 1 intervention and students who had not received prior intervention outside of special education.

During that time, I was working in a financial aid office and counseling center, which included some counseling, working with a retention management program, and teaching a few courses. Once I finished my master's degree, I returned to admissions and started at NDSU in 1999, and the rest is history. Hunt: You mentioned teaching... what courses did you teach, and is there any interest to do it again? Having a framework and understanding as well as calling on my prior experiences in those other areas helped me navigate the transition and allowed me to be successful in hitting the ground running. Hunt: NDSU has a history of having knowledgeable and engaged registrars (with you being one of them) but before you became registrar, you had the opportunity to work with Dr. Kristi Wold-McCormick, current Assistant Vice Provost & University Registrar at the University of Colorado Boulder and AACRAO President-Elect when she was the regis- trar at NDSU.

This article presents general implications for using interactive electronic picture books in the classroom. The suggestions are rooted in research with middle grades readers in a tutoring setting and kindergarten through fourth‐grade classroom settings. Specific attention is given toward those features in eBooks that may distract, support, or extend comprehension. The article also addresses ways to familiarize students with multi‐touch tablet devices while encouraging students and teachers to transfer print‐based reading strategies to this new medium. In addition, the authors provide a framework for considering the relationship between interactive features in eBooks and students’ comprehension while establishing the need for more scaffolding of reading instruction when using ebooks.