By. Samantha McClain

1. QUICK READS
By: Samantha McClain

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