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Read Naturally Strategy FAQs

Strategy FAQs | Masters Edition FAQs | GATE for Phonics FAQs | Assessment FAQs

About the Read Naturally Program

	What is the benefit of having students work in Read Naturally individually?
	Why are the stories read slowly? I thought one of the goals of the strategy is to improve students' reading fluency.
	How do your stories match with lists such as Fry's most frequent words list?
	How does the Read Naturally standard for accuracy at the time of the hot timing prepare students for the DIBELS Next expectations for accuracy on oral reading fluency (ORF) assessments?
	As a California Program Improvement District, we are required to offer reading interventions to students, and I want to use Read Naturally as the intervention curriculum for corrective reading. I have been asked to align Read Naturally with California state standards. Are there data that show a transfer of skills from reading fluency to the state test and to classroom performance?

Placing Students

	Do the Read Naturally reading levels correspond to grade level?
	How do I accurately place students in the Read Naturally program?
	How do I determine initial goals?
	How do I know if I should use the phonics levels or the sequenced levels with a student?
	Can I use a student’s score from RFBA, Benchmark Assessor Live, or DIBELS to place students in Read Naturally?
	I have a fourth-grade student who is a beginning reader. I think she needs extra phonics help but only with some of the sounds. Should I start her in phonics level .8?
	Which percentile in the oral reading fluency norms should I set as a long-term fluency goal for my students?
	What is the role of accuracy in placing students in Read Naturally ME, Read Naturally SE, Read Live, and One Minute Reader?

Adjusting Levels and Goals

	When do I adjust a student's goal?
	How do I know whether to raise a goal or a level? Do I raise both?
	Aside from any initial adjustment, should I ever lower a student's level of material or goal?
	See also: Monitoring Student Performance

Working with Students

	How often should struggling readers use Read Naturally?
	Should students do the cold timing step themselves, or should I do it for them? What if their cold timing scores seem too high or they don't always count their errors accurately?
	Can students become overly concerned with rate when doing one-minute timings?
	We use Read Naturally four days a week for 30 minutes each day from the end of September through May. How many levels should a student be able to go through in one year?
	I used your program with struggling readers, and although it helped most students, it didn’t seem to help a student who stutters. Do you have any suggestions?
	How can I help students who are having trouble with the comprehension questions?
	The Read Naturally strategy provides comprehension building activities with the key word step, prediction step, multiple choice questions, and written or oral retell. What do you recommend if I want to do even more extensive work on comprehension?
	How can I teach my Read Naturally students how to write a better retell?
	How can I assign grades to my students based on their performance in the Read Naturally program?
	Is it ever okay to drop the Read Along step?

Passing Stories

	Is reaching the goal rate the only criteria I should use when determining whether a student passes a story?
	What guidelines should I follow for counting errors?
	I have a student that often passes his goal rate with just a couple of errors, but misses too many of the comprehension questions. What do you recommend?
	One of my third graders always reaches his goal rate even after I subtract the errors, but he makes so many errors-sometimes as many as ten in one story. Should I let him pass?
	How long does it take for a student to pass a story in the Read Naturally program?
	What should I do if a student is overly concerned with rate when doing one-minute timings?
	Does the accuracy standard for passing a story change for students who do two-minute or whole-story timings?