Teaching Literacy Podcast

Complex Text & Fluency with Dr. Jake Downs and Dr. Chase Young

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This is a rebroadcast of Episode 245 from the Melissa and Lori Love Literacy Podcast – you can check out that episode here: https://podcasts.apple.com/ca/podcast/read-like-us-building-fluency-through-repeated-reading/id1463219123?i=1000748503901

Make sure to check out the Literacy.io training on the Kat Framework for Comprehension this June!
-June 24-25 in East Lansing Michigan
-Individual registration available at: https://tamu.estore.flywire.com/products/cusp—the-reading-leagueliteracy10-participant-registration–412940
-Group registration available at: https://tamu.estore.flywire.com/products/cusp—the-reading-leagueliteracy10-group-participant-registration–412945
-More information available at literacy.io/contact


Show Notes
2:30 – What is Read Like Us?

  • Overview of the five-step repeated reading protocol
  • How it supports accuracy, automaticity, and prosody

    • 4:10 – The Five Reads Explained

    1. Listening passage preview
    2. Echo reading
    3. Choral reading
    4. Partner reading
    5. Performance/independent reading

      6. 6:00 – Implementation in Classrooms

      • Can it work in whole group settings?
      • Small group intervention applications
      • Working with paraprofessionals and volunteers

        • 10:00 – Maximizing Reading Time

        • Why 90% of intervention time should be actual reading
        • The workout approach to building fluency
        • Ensuring students are actually reading (not just holding books)

          • 12:53 – How Read Like Us Differs from Traditional Approaches

          • More than just “read three times and check for speed”
          • Building all three components of fluency simultaneously
          • The role of modeling and scaffolding

            • 15:00 – Gradual Release of Responsibility

            • Transferring task responsibility to students
            • Why rate/speed wasn’t emphasized in coaching
            • Automaticity as the outcome, not the input

              • 18:00 – Prosody and Comprehension

              • Expression as an indicator of understanding
              • Using the Rasinski multidimensional fluency rubric
              • Rotating focus areas: expression, phrasing, smoothness, pace

                • 20:00 – Study Results

                • Fourth grade students: 16.5 WPM growth in 50 days
                • Effect size of 0.9
                • Improvements in accuracy, vocabulary, and comprehension measures

                  • 22:30 – Potential Comprehension Enhancement

                  • Adding a 10-word takeaway or gist statement
                  • Keeping it “fluency heavy, comprehension light”
                  • Future iterations of the protocol

                    • 25:30 – The Stacking Protocol Approach

                    • Learning from dissertation chair Dr. Kit Moore
                    • Combining multiple evidence-based practices
                    • Weaving the reading rope together

                      • 27:30 – Cost and Accessibility

                      • Read Like Us is free to implement
                      • Comparison with commercial tier-two interventions
                      • Open access article available

                        • 28:48 – Text Selection Philosophy

                        • The month-long process of curating 50 texts
                        • Using challenging and engaging content (100-200 words)
                        • Types included: giggle poetry, science facts, short stories with twists, weird state laws

                          • 30:30 – The “Challenging Text” Debate

                          • Using texts above grade level with proper scaffolding
                          • Addressing the 1960s neurological impress research
                          • Why modern research supports stretching students

                            • 33:17 – Texts Students Actually Want to Read

                            • Students asking to take intervention texts home
                            • Incorporating core reading program texts for continuity
                            • Balance between practical and engaging content

                              • 36:00 – Lexile Levels and Text Complexity

                              • Many texts in 6th-8th grade Lexile range for 3rd-4th graders
                              • Testing the hypothesis: Can struggling readers succeed in harder texts?
                              • Being “level agnostic” in text selection

                                • 39:00 – Rethinking Leveled Texts

                                • Limitations of the Lexile formula
                                • Starting with engaging content, not filter levels
                                • The scaffolding makes the difference, not the exact level

                                  • 42:00 – Student Motivation and Text Choice

                                  • Chase’s son reading adult-level joke books in first grade
                                  • The power of “want to” over prescribed levels
                                  • Teacher control vs. student self-selection

                                    • 43:00 – Repeated Reading vs. Wide Reading

                                    • Defining both approaches
                                    • Why they shouldn’t be pitted against each other
                                    • Read Like Us = repeated reading across wide array of texts

                                      • 46:30 – Wide Reading and Teacher Control

                                      • Students won’t achieve wide reading through self-selection alone
                                      • The teacher’s role in exposing students to diverse genres
                                      • Balancing instruction with student choice

                                        • 48:00 – Benefits of Wide Reading

                                        • Exposure to different language patterns across genres
                                        • Informational vs. narrative text structures
                                        • Building terrain navigation skills with various text types

                                          • 49:00 – Getting Started with Read Like Us

                                          • Start with tomorrow’s text
                                          • Find the 200-300 word section with the most “oomph”
                                          • Use what you already have in your classroom

                                            • 50:21 – Closing

                                            • Where to find the protocol and resources
                                            • Final thoughts and wrap-up

                                              • ...more
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