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Have you ever wondered if the ticking of a timer could transform reading fluency in young learners? Join us on this episode of the Structured Literacy Podcast as we untangle the complexities of using timed reading in primary education. I recount my journey from initial skepticism to embracing a more nuanced understanding of this technique. We delve into the intricate components of fluency—accuracy, automaticity, and prosody—and discuss how these elements interconnect rather than stand alone. Using a blend of research, teacher wisdom, and student insights, we aim to shed light on the absence of specific studies either advocating for or opposing the use of timers in classrooms, sparking a conversation on the thoughtful application tailored to each child's needs.

We question the blanket use of timed readings and instead propose personalized strategies that focus on familiar texts and adult guidance to ensure comprehension and accuracy. Rushing to meet time constraints can backfire, especially for those with reading difficulties or anxiety. We emphasize the importance of wide reading and phonics over the disruptive potential of timers and partner reading. Our discussion underscores the importance of context-specific research applications and a commitment to growing our instructional approaches. Let's embrace evidence-informed teaching with an open mind and a dedication to fostering a supportive learning environment.

While evidence-informed programs are seen in many schools, this doesn't make adopting evidence-informed practices effortless or stress-free. The Reading Success in the Early Primary Years Teach Along will give you the confidence to make nuanced decisions about early reading instruction, regardless of the program your school uses, and get the best outcome for every student. 

For more information about today's episode, visit www.jocelynseamereducation.com

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