Strategy use only makes sense when success isn’t certain. Teaching students to use strategies with relatively easy texts neither lets them see how to use the strategy nor reveals to them the power that it can provide.
For those kids who need basic decoding instruction, targeted interventions are important. But for the others, teach reading using the books those students need to read in their other classes. That approach simultaneously builds reading skills, improves content learning, and increases academic confidence.
Schools should provide students with up to 30 minutes a day of fluency instruction. But remember, this is across all classes and content areas. Get quick tips on paired reading, repeated reading, and other ways to improve reading fluency.
This idea of using challenging (not impossible texts) is important. Students do need texts that they can read, but they also need to stretch. Towards that end, I suggest the following.
Above the 30-35th%ile cutoff, I would definitely just give these kids extra time with the demanding grade-level materials. Below that line, and I would want to provide at least some explicit instruction in foundational skills.
It is sensible to teach text reading fluency to middle schoolers (and high schoolers) class wide, and I’ve worked with more than 100 secondary schools that did this so successfully that it helped raise their reading achievement.
Instead of front-loading the first reading, you could try front-loading the second or third — after the kids have had a chance to “pedal the bike themselves” — even if that pedaling isn’t perfectly successful.
Monitoring comprehension means not tabulating specific skills that have been accomplished, but what complexity of text language students can negotiate.
