Is Flow Reading Fluency® a research-based program?

Yes! The components of Flow Reading Fluency (repeated reading, teacher modeling, progress monitoring, digital assisted reading, explicit prosody instruction) are backed by decades of research. The following articles are just a small sample of the research that supports the strategies and materials used in Flow Reading Fluency.

• Breznitz, Z. (1987). Increasing first graders' reading accuracy and comprehension by accelerating their reading rates. Journal of Educational Psychology, 79(3), 236–242.
• Chard, D. J., Vaughn, S., & Tyler, B. J. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 35(5), 386–406.
• Dowhower, S. L. (1987). Effects of repeated reading on second-grade transitional readers' fluency and comprehension. Reading Research Quarterly, 22(4), 389–405.
• Dowhower, S.L. (1994). Repeated reading revisited: Research into practice. Reading & Writing Quarterly, 10(4), 343–358.
• Eldredge, J. L., & Quinn, D. W. (1988). Increasing reading performance of low-achieving second graders with dyad reading groups. Journal of Educational Research, 82(1), 40–46.
• Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), 239–256.
• Hasbrouck, J. & Tindal, G. (2017). An update to compiled ORF norms (Technical Report No. 1702). Behavioral Research and Teaching, University of Oregon.
• Hasbrouck, J., & Tindal, G.A. (2006). Oral reading fluency norms: A valuable assessment tool for reading teachers. The Reading Teacher, 59(7), 636–644.
• Hasbrouck, J., & Tindal, G. (2005). Oral reading fluency: 90 years of measurement. Eugene. Behavioral Research and Teaching, University of Oregon
• Jenkins, J.R., Fuchs, L.S., van den Broek, P., Espin, C., & Deno, S.L. (2003). Accuracy and fluency in list and context reading of skilled and R.D. groups: Absolute and relative performance lev-els. Learning Disabilities Research & Practice, 18(4), 237–245.
• Kubina, R.M., Jr. (2005). Developing reading fluency through a systematic practice procedure. Reading & Writing Quarterly, 21(2), 185–192.
• Kuhn, M.R., Schwanenflugel, P.J., Morris, R.D., Morrow, L.M., Woo, D.G., Meisinger, E.B., et al. (2006). Teaching children to become fluent and automatic readers. Journal of Literacy Research, 38(4), 357–387.
• Larking, L. (1988). Repeated readings to young children. Australian Journal of Reading, 11(1), 36–41.
• Meyer, M.S., & Felton, R.H. (1999). Repeated reading to enhance fluency: Old approaches and new directions. Annals of Dyslexia, 49(1), 283–306.
• O'Shea, L. J., Sindelar, P. T., & O'Shea, D. J. (1985). The effects of repeated readings and attentional cues on reading fluency and comprehension. Journal of Reading Behavior, 17(2), 129–141.
• Pikulski, J.J., & Chard, D.J. (2005). Fluency: Bridge between de coding and reading comprehension. The Reading Teacher, 58(6), 510–519.
• Rashotte, C. A., & Torgeson, J. K. (1985). Repeated reading and reading fluency in learning disabled children. Reading Research Quarterly, 20(2), 180–188.
• Rasinski, T. V. (2003). The fluent reader: Oral reading strategies for building word recognition, fluency, and comprehension. New York: Scholastic Professional Books.
• Rasinski, T. V. (1990a). Effects of repeated reading and listening-while-reading on reading fluency, Journal of Educational Research, 83(3), 147–150.
• Reitsma, P. (1988). Reading practice for beginners: Effects of guided reading, reading-while-listening, and independent reading with computer-based speech feedback. Reading Research Quarterly, 23(2), 219–235.
• Samuels, S. J. (2002). Reading fluency: Its development and assessment. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 166–183). Newark, DE: International Reading Association.
• Samuels, S. J. (1997). The method of repeated readings. The Reading Teacher, 50(5), 376–381.
• Schunk, D. H. (1982). Progress self-monitoring: Effects of children's self-efficacy and achievement. Journal of Experimental Education, 51(2), 84–93.
• Turpie, J., & Paratore, J. R. (1995). Using repeated reading to promote reading success in a heterogeneously grouped first grade. In K. A. Hinchman, D. J. Leu, & C. K. Kinzer (Eds.), Perspectives on literary research and practice: 44th yearbook of the National Reading Conference (pp. 255–264). Chicago: National Reading Conference.