Research

Beginning in the fall of 1998, Fluency Plus began providing school-based consultation services for implementing the Reading to Read (RTR) intervention program. Since its beginning, Fluency Plus has provided assessment, training, and weekly follow-up consultation for approximately 1300 low income and low achieving elementary students in both rural and semi-urban school districts.

Fluency Plus has been compiling outcome data since the fall of the 1998-99 school year. The Reading to Read intervention program was first implemented in the Natchez School District serving approximately eighty low achieving students in the second and third grades. To date, the Reading to Read intervention program has been implemented with low achieving elementary and middle school students in eight Mississippi school districts. Curriculum-based measures (i.e., Pre-Posttest assessments derived from the district’s reading series and DIBELS) have been employed as a primary measure of educational benefits in terms of grade-level improvements in oral reading fluency and literal reading comprehension skills. The graphs below reveal data indicating the effectiveness of the Reading to Read intervention program.

Data aggregated from 12 Mississippi Schools. N > 1000.