2. WHAT IS QUICK READS?
Intervention focusing on building fluency,
comprehension, and vocabulary through the
reading of short content based passages.
Five levels A-E, beginning in second grade up to fifth
grade
Divided by reading grade level
Five passages per workbook
Three workbooks per level
Works increase in difficulty throughout the level and
between levels, become longer and with less pictures.
Each passage followed by comprehension questions
including multiple choice and short answer.
Passages are focused on social studies and science
content material
3. WHEN DO YOU USE QUICK READS?
Can be used as an intervention or as part of a
curriculum
Teachers can decide the pace of the program and
tailor it to an individual student
Recommended time:
Fifteen minutes per day for eighteen weeks
At least three times a week, one passage per session
Done through one on one interaction with a
teacher/tutor or can be implemented in groups.
4. HOW DO YOU USE QUICK READS
Materials: student workbook(textbook), white board,
and a notebook for student answers
Three readings of the passage followed by review
section
All readings are facilitated by the teacher and have
structure and modeling imbedded in them
At the end of every unit, or workbook, there is a
“Connect your ideas” section that connects all the
passages in the book to each other.
5. FIRST READING
Focuses on activating background knowledge of
the student
Teacher guides the student to look at the pictures, titles,
and captions to make predictions about the text
Also, the teacher and student identify at least two new
vocabulary words that are new to the student and
underline them
Teacher and student discuss their findings and define the new
vocabulary words before the student begins the first reading
Students read the passage silently and may use a
graphic organizer to help them during the reading
Students are looking for key words and passages to help
them remember the passage
After the initial reading, teacher and student discuss the
students findings.
6. SECOND READING
Modeled reading of the text by the teacher
Teacher reads aloud the passage at a rate of one
minute per passage (the recommended time for each
passage)
Teacher must model good prosody, phrasings and
fluency for the student
After the second reading, teacher and student
discuss the main idea of the passage
Together they come up with one or two sentences
that sum up the passage, or a maid idea phrase.
7. THIRD READING
Timed silent re-reading of the passage
Using the one minute mark as a guide, students
time themselves silently reading the passage.
Students circle the last word in the passage that was
read
Using the numbers at the end of each line of text they
come up with the number of words read overall
Using a chart in the back of the student workbook,
students can monitor their progress by recording their
reading score.
Teacher and student, or group can also read
chorally a fourth time for extra practice.
8. WRAP-UP
Students complete the comprehension section of
the workbook which includes the review questions.
Teacher facilitates the multiple choice section by
implementing strategies without given students the
answers
Example: Process of Elimination
Students complete the short answer question on
their own.
Teacher discusses answers with students by asking
them to explain their findings
Teacher can also check for punctuation, grammar,
and capitalization in the answer to improve writing
skills.
9. WHY USE QUICK READS?
Based on Dr. Hiebert’s TEXT model
Three tasks needed to read successfully:
Recognizing familiar words
Decoding unfamiliar words
Comprehending the text
Quick Reads uses this model to develop the difficulty of
its passages.
Ratio of unfamiliar words to frequent words.
Based on the idea that fluency is the biggest obstacle in
reading proficiently fourth grade students
Based on four strategies for increasing fluency
Repeated oral reading
Consistent comprehension strategy
Making connections between material and prior knowledge
Modeling of reading with expression and fluency
10. DOES IT WORK?
Two studies done by Vardasy and Sanders in 2008
found extensive gains in reading after implementing
Quick Reads.
1st study
2nd & 3rd grade students scoring in the 34th percentile
Fifteen weeks of Quick Reads instruction
Increase in students fluency and word reading accuracy
Attributed success to repeated oral reading of content base
texts.
2nd study
4th & 5th graders performing below grade level on reading
assessments
Twenty weeks along with control group
Significant gains in vocabulary recognition, passage
comprehension and word comprehension.
11. PHOTO CREDITS
http://www.pearsonschool.com
http://www.midland-mi.org
teachinglatinamericathroughliterature.wordpress.co
m
www.wcmlibrary.org
bellesbookshelf.blogspot.com
yakimavalleylibraries.wordpress.com
www.mediapolis.lib.ia.us
www.inkity.com
Microsoft Office Clip Art
