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.