Flow Reading Fluency® will work in multiple educational settings. Classroom teachers, education specialists, reading specialists, speech and language specialists, and tutors can all successfully use the program.

Yes! While this program is 100% digital, it is not just for distance learning. In fact, it's the perfect reading fluency program to use if you're teaching in-person. The program is self-paced and independent, so students do not need to wait for a teacher to conduct cold and hot readings.

Because Flow Reading Fluency is based on Lexile measures, the program is not designed around a specific range of grade levels. The passages range from Lexile measures of 150L (in Level 1) to 1100L (in level 10). Students in a particular grade level can have a wide range of Lexile reader measures. The chart below shows the typical ranges for each grade level.

The Lexile Framework for Reading is a scientific approach that places both the reader and text on the same developmental scale. Lexile measures for the passages in this program are calculated based on several factors such as vocabulary and text complexity. Lexile measures allow teachers to accurately personalize learning and measure student growth. Click here to read more about  The Lexile Framework for Reading.

Yes! This program comes with a specially designed Assessment and Placement Tool, so even if you do not have Lexile reader measures for your students, you can still use this program! Once you assess students and place them in Flow Reading Fluency®, you will then use the passage Lexile measures to progress students through the program.

Because Flow Reading Fluency Digital is a web-based application, you will not need to download any applications or software. Students and teachers will access the platform via a web browser.

Flow Reading Fluency Digital is fully compatible with Chrome and Safari.

Flow Reading Fluency Digital is compatible with computers (e.g.,  desktops, laptops, Chromebooks, etc.) and tablets (e.g., iPads)--Essentially, any device with access to Chrome or Safari.

The students can use the hardware that comes on their computer/device. However, if they are in an environment with a lot of ambient noise, such as a classroom, it would be best to use headphones with a built-in microphone. 

Please Note: Students should only use wired headphones. Wireless and/or Bluetooth headphones will not record properly. 

You have 14 days from the start of your subscription to request a refund. Please email flow@teacherthrive.com

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.

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