Periodically, the teacher assesses the student's progress to ensure that the correct level of reading material is being used and that the appropriate fluency goal has been set. Other observations also are noteworthy. Students' time on task is very high and they are engaged in the act of reading during most of the instructional time. Behavior problems are nearly eliminated. The greatest behavior management problem for the teacher is finding time to listen to the oral reading of all the children eagerly waiting to demonstrate their improved reading rates.
Students show increased interest in reading class.
They enjoy reading the interesting passages, learning to read them with ease, and watching their progress on the graphs. Finally, many students report reading books at home, and parents comment on the reading and attitude improvements of their children. Improved fluency makes reading easy enough for many students to choose to read for pleasure, which is, after all, a goal of most reading teachers. References Allington, R.L. 1980. Poor readers don't get to read much in reading groups.