Are Oral Reading Norms Accurate with Complex Text?

By Tim Shanahan with Jan Hasbrouck

Teacher Question:

A question has come up that I don’t know how to address and I would love your input.  For years, we have used the Hasbrouck/Tindal fluency norms as one of the ways we measure our student’s reading progress.  For example, the 4th grade midyear 50th percentile is 112 CWPM.  […]

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Developing Fluent Readers

By Jan Hasbrouck

With an understanding of what fluency is and how to assess it, let’s turn to the questions that teachers are always most interested in: What should fluency instruction look like? And, what can I do to help students whose fluency is far behind their peers’?

Research over the past two decades has identified repeated […]

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Hasbrouck-Tindal Table Of Oral Reading Fluency Norms

By Jan Hasbrouck and Gerald Tindal

Jan Hasbrouck and Gerald Tindal completed an extensive study of oral reading fluency in 2004. The results of their study are published in a technical report entitled, “Oral Reading Fluency: 90 Years of Measurement,” which is available on the University of Oregon’s website.

This table shows the oral reading fluency rates […]

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For Students Who Are Not Yet Fluent, Silent Reading Is Not The Best Use Of Classroom Time

By Jan Hasbrouck

After more than 20 years as the neglected goal of reading instruction (Allington, 1983; NICHD, 2000), fluency has finally become the hot topic among reading researchers, professional development providers, and teachers. These days it is rare to pick up a reading journal, attend a professional conference, or sit in a faculty staff room […]

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