A Virtual Tutoring Program to Increase Students’ Text Reading Fluency

Abstract

Text reading fluency is an important reading goal for all students. Students with a known reading disability often need systematic and evidence-based instructional supports to reach grade-level benchmarks in fluency. A recent focus on high-impact tutoring practices has given attention to the virtual or remote implementation of programs. This article provides recommendations for educators interested in setting up and implementing fluency instruction virtually to improve elementary or middle school students’ text reading fluency. Key instructional elements and other considerations for virtual implementation are discussed.

Translation and cultural adaptation of the HELPS Reading Fluency Program into Brazilian Portuguese: A report of systematic adaptation processes and initial evidence of efficacy

“…This includes strategies such as repeated reading, systematic error correction, model reading, performance feedback, goal setting, and structured motivation systems ( Begeny, 2009 ). HELPS instructional sessions last approximately 15–20 min, it is recommended that students receive at least three sessions per week for at least 30–50 sessions, the program can be implemented effectively in a one-on-one or small group context, and HELPS can be used effectively in-person or virtually ( Begeny, 2009 , 2018b ; Vess et al, 2018 ; Richardson, 2019 ; Musti-Rao et al, in press ).…”