Reading Intervention • K–8

Find the reading gap.
Build the missing skills.

When reading feels harder than it should, more practice is not always the answer. Fluency Forward identifies exactly where reading is breaking down and provides targeted instruction designed to move your child forward.

Not homework help. Not generic tutoring. Targeted reading intervention.

Schedule a Reading Assessment See How It Works
Science of Reading aligned Diagnostic first Progress monitored
READING ASSESSMENT SNAPSHOT

Turn “I don’t know why” into a plan.

TARGET
THE GAP
Phonemic AwarenessStrong
Decoding & PhonicsDeveloping
Reading FluencyPriority
ComprehensionPriority
✓
Next step: targeted intervention plan built from the assessment—not guesswork.
↗Track the GrowthData that shows progress over time
Welcome to Fluency Forward

Meet Fluency Forward Literacy Lab.

Watch this short introduction to learn how Fluency Forward identifies reading gaps, provides targeted intervention, and tracks meaningful growth for K–8 readers.

For parents asking “why?”

Your child may be working hard—and still missing the skill that unlocks reading.

Reading struggles can look like guessing at words, slow or choppy reading, avoiding reading aloud, difficulty remembering what was read, or frustration that seems bigger than the assignment.

Fluency Forward starts by finding the reason. Once we know where the breakdown is, instruction can become precise, purposeful, and measurable.

The Fluency Forward Process

A clear path from concern to growth.

Every student begins with information. We assess first, identify the highest-priority need, teach directly, and monitor whether the instruction is working.

Assess

Build a clear picture of your child’s reading strengths and needs across essential literacy skills.

Identify

Pinpoint the specific skill gaps that are making reading harder than it needs to be.

Intervene

Provide explicit, targeted instruction matched to the student—not a one-size-fits-all program.

Monitor

Track progress, adjust instruction, and show families whether the plan is producing meaningful growth.

Services

Start with answers. Continue with a plan.

Choose the support that matches your child’s needs. New intervention students begin with a diagnostic reading assessment.

Best place to begin

Diagnostic Reading Assessment

$150

Designed to identify where reading is strong, where it is breaking down, and what should be taught next.

  • Skill-by-skill reading data
  • Strengths and priority needs
  • Clear instructional recommendations
  • Parent-friendly explanation of results
Schedule an assessment →

Individual Reading Intervention

$65/ session

Focused one-to-one instruction built from assessment data and adjusted as your child grows.

  • Individualized skill targets
  • Explicit, systematic instruction
  • Progress monitoring
  • 8-session package: $480/month
Ask about availability →

Small-Group Intervention

$45/ session

Targeted instruction for 2–4 students with similar reading needs in a supportive small-group setting.

  • Matched instructional needs
  • Small group of 2–4 students
  • Structured literacy routines
  • 8-session package: $320/month
Join the interest list →
Intervention ≠ Tutoring

More practice only helps when it is the right practice.

Tutoring often supports current classroom work. Reading intervention goes deeper: it identifies the underlying skill deficit and teaches that skill directly so the student can become a stronger, more independent reader.

“We don’t start with what page your child is on. We start with what skill your child needs.”
Traditional tutoring may...

Help with tonight’s assignment

Review current classwork

Practice broadly

Respond to immediate homework needs

Fluency Forward intervention...

Identifies the underlying reading gap

Targets a specific skill sequence

Uses explicit instruction

Measures whether the student is growing

What We Target

Reading is a system. We find the part that needs support.

Phonemic AwarenessHearing and manipulating sounds
Phonics & DecodingConnecting print to sound
FluencyReading accurately and smoothly
VocabularyUnderstanding word meaning
ComprehensionMaking meaning from text
Fluency Forward logo mark
Targeted.Data-informed instruction
Measurable.Progress you can track
Personal.Support built around the reader
About Fluency Forward

Built by a reading specialist who believes families deserve more than “just keep practicing.”

Fluency Forward Literacy Lab was created to give families a clearer answer when a child is struggling to read. The goal is simple: identify the gap, teach the missing skill, and use data to make sure growth is actually happening.

Instruction is grounded in evidence-based reading practices and designed to help students become more accurate, fluent, confident, and independent readers.

Talk with Fluency Forward →
Your next step

You do not need to guess where to start.

Start with a diagnostic reading assessment. We’ll identify what your child can already do, where the reading process is breaking down, and what to target next.

630-608-7720 fluencyforwardliteracylab@gmail.com
REQUEST AN ASSESSMENT No commitment—this simply starts the conversation.
Diagnostic Reading Assessment • K–8

Stop guessing. Start with answers.

When a child is struggling to read, the first question should not be “What program do we use?” It should be “Where is reading breaking down?” A diagnostic reading assessment gives us the data to answer that question and decide what to teach next.

$150Diagnostic Reading Assessment
Schedule an AssessmentSee What We Assess
Diagnostic firstScience of Reading alignedParent-friendly results
Illustrative results snapshot

A skill-by-skill picture of the reader.

Target
the Gap
Phonemic AwarenessStrong
Phonics & DecodingDeveloping
Reading FluencyPriority
VocabularyDeveloping
ComprehensionPriority
The goal: Leave the assessment knowing what is strong, what needs attention, and what should be targeted first.
Why assessment comes first

Three questions every reading plan should answer.

More practice is not automatically better practice. Good intervention begins with enough information to make the instruction precise.

What can my child already do?

We identify reading strengths so instruction does not waste time reteaching skills the student already controls.

Where is reading breaking down?

We look for the specific skill or combination of skills that may be creating difficulty with accurate, fluent, meaningful reading.

What should be taught next?

Assessment results are translated into clear instructional priorities instead of a broad recommendation to simply “practice more.”

What we assess

Reading is made of connected skills. We look across the system.

The exact measures used are selected for the student’s age, grade, and presenting concerns. The goal is to understand both foundational reading skills and how well the student applies them in connected text.

Phonemic Awareness

Hearing, blending, segmenting, and manipulating the individual sounds in spoken words.

Phonics & Decoding

Connecting letters and letter patterns to sounds and accurately reading unfamiliar words.

Word Reading

Reading words accurately and efficiently across increasingly complex spelling patterns.

Reading Fluency

Reading connected text with appropriate accuracy, rate, phrasing, and automaticity.

Vocabulary

Understanding word meaning well enough to support reading comprehension and academic language.

Comprehension

Making meaning from text, recalling important information, and answering questions about what was read.

What you receive

Data is only useful if families can understand what it means.

You will not be handed a pile of scores with no explanation. Results are organized around the questions parents actually need answered: What is going well? What is getting in the way? What should happen next?

✓
Clear reading profileA skill-by-skill view of strengths and priority needs.
✓
Parent-friendly explanationResults explained in practical language without unnecessary jargon.
✓
Instructional prioritiesA clear recommendation for which skills should be targeted first.
✓
Baseline for growthStarting data that can be used to monitor whether intervention is working.
From scores to instruction

The assessment should end with a plan.

Rather than treating every lower score as equally urgent, we look for the skills most likely to unlock progress and organize recommendations around those priorities.

Priority 1Address the most foundational gap

Target the skill that is most likely to interfere with later reading tasks.

Priority 2Build application in connected reading

Help the student use the skill accurately and efficiently in real text.

MonitorTrack whether the plan is working

Use progress data to continue, intensify, or adjust instruction.

What to expect

Assessment day is structured, calm, and one-to-one.

The experience is designed to collect useful information without making the student feel like they are taking one long test.

Begin

Get comfortable

We begin with a brief introduction and simple tasks so the student understands what to expect.

Assess

Work across reading skills

The student completes selected reading tasks based on grade level and the concerns you shared.

Observe

Look beyond the score

Accuracy, strategy use, hesitation, prompting needs, and error patterns can all provide useful instructional information.

Plan

Turn findings into next steps

Results are organized into strengths, priorities, and recommendations for targeted instruction.

Diagnostic Reading Assessment
$150

A diagnostic-first starting point for K–8 families who want to understand what is making reading difficult and what should be targeted next.

Schedule an Assessment
Start here

New intervention students begin with assessment.

That protects your time and your investment. Instead of starting sessions and hoping we chose the right skill, we begin with data and use that information to build the intervention plan.

If the assessment shows a different type of support is needed, the recommendation should reflect that. The purpose is to identify the next right step—not to force every student into the same service.

Important: This is an educational reading assessment used to identify instructional strengths and needs. It is not a medical, psychological, or clinical diagnosis.
Frequently asked questions

Before you schedule.

What grade levels do you assess?

Fluency Forward serves K–8 readers. Measures are selected to match the student’s grade, reading level, and concerns.

Does my child have to be far behind?

No. Assessment can be useful when a child is struggling, reading inconsistently, working much harder than expected, or when a parent simply needs clearer information.

Does this diagnose dyslexia?

No. The assessment identifies reading patterns, strengths, and instructional needs. It does not provide a clinical or medical diagnosis of dyslexia or another disorder.

What happens after the assessment?

Results are reviewed, priorities are identified, and you receive recommendations for next steps. If targeted reading intervention is appropriate, we can discuss available options.

Will I understand the scores?

Yes. The goal is not to overwhelm families with numbers. Scores are interpreted in plain language and connected to what they mean for reading instruction.

What if the results show my child does not need intervention?

Then the recommendation should say so. The assessment exists to guide the next decision, not to predetermine the outcome.

Your next step

Find out what your child needs next.

Start with a diagnostic reading assessment and replace uncertainty with a clearer picture of your child’s reading strengths, needs, and instructional priorities.

630-608-7720fluencyforwardliteracylab@gmail.com
Request an assessmentNo commitment—this simply starts the conversation.
Targeted Reading Intervention • K–8

Teach what the reader actually needs.

Reading intervention should not be a collection of random worksheets or more of the same practice that has already been frustrating. At Fluency Forward, instruction begins with assessment data, targets a specific reading need, and changes as the student grows.

Not generic tutoring. Explicit, targeted reading instruction with measurable goals.

Ask About InterventionStart With Assessment
Assessment drivenScience of Reading alignedProgress monitored
Illustrative intervention plan

One priority. Clear instruction. Measurable growth.

Priority Skill
Reading Fluency

Build accuracy, automaticity, and phrasing in connected text.

Teach
Explicitly model the skill

Teacher demonstration, guided practice, and immediate corrective feedback.

Apply
Use the skill in real reading

Move from controlled practice into words, sentences, and connected text.

Monitor
Measure whether it is working

Collect progress data and adjust the plan when the data says we should.

The goal: Every activity should connect to a reading need—not simply fill the session.
What targeted intervention means

Instruction with a reason behind it.

The reading plan is built around the student’s actual skill profile. We teach directly, practice intentionally, and use progress data to decide what happens next.

Explicit

Skills are modeled clearly. Students are not expected to discover a reading pattern or strategy on their own.

Systematic

Instruction follows a purposeful sequence so new learning builds on skills the student has already developed.

Responsive

The plan can change when student performance shows that a skill needs more support, less support, or a different approach.

Measurable

Progress is checked with data so families can see whether instruction is translating into meaningful reading growth.

Inside an intervention session

Every part of the session has a job.

The exact routine changes with the student’s needs, but instruction stays focused, active, and connected to the intervention goal.

Review

Quickly revisit previously taught skills to strengthen retrieval and prepare for new learning.

Teach

Introduce or reteach the target skill using direct modeling and clear teacher language.

Practice

Use guided practice with immediate feedback so errors become opportunities for instruction.

Apply

Move the target skill into meaningful word reading, fluency, vocabulary, or connected-text work.

Check

End with a brief performance check or observation that helps guide the next lesson.

A student working on decoding will not receive the same lesson as a student whose primary need is fluency or comprehension. The session is built around the reader.

Intervention vs. tutoring

More practice is only useful when it is the right practice.

Tutoring can be valuable when a student needs help with an assignment or current classwork. Reading intervention serves a different purpose: it targets the reading process itself.

✓
Starts with assessment dataInstruction is chosen because the data identifies a specific need.
✓
Teaches the underlying skillThe focus is not simply finishing schoolwork; it is building stronger reading ability.
✓
Uses a planned instructional sequenceSkills are taught intentionally rather than selected randomly from day to day.
✓
Tracks the response to instructionProgress data tells us whether to continue, intensify, or adjust the plan.
Fluency Forward intervention

We target the gap—not tonight’s homework.

The goal is to help the student become a more accurate, fluent, confident, and independent reader.

SpecificA defined instructional target instead of broad “reading help.”
IntentionalEvery activity connects to the skill being developed.
AdaptiveTeaching changes based on student response and progress.
TransferableThe skill is practiced so the student can use it beyond the intervention setting.
Skills we target

The intervention focus depends on where reading is breaking down.

Students may need concentrated work in one area or a coordinated plan across multiple reading skills. Assessment helps determine the instructional priority.

Phonemic Awareness

Build awareness of the individual sounds in words through blending, segmenting, and sound manipulation.

Phonics & Decoding

Strengthen the connection between print and sound so unfamiliar words can be read accurately.

Word Reading

Develop accurate, increasingly automatic reading across more complex spelling patterns and word structures.

Reading Fluency

Improve accuracy, rate, automaticity, and phrasing so reading becomes smoother and less effortful.

Vocabulary

Strengthen word knowledge and academic language so students can understand more of what they read.

Comprehension

Teach students to build meaning, monitor understanding, identify important information, and respond to text.

Intervention options

Focused support—with a plan for growth.

New intervention students begin with a diagnostic reading assessment so the intervention plan is based on evidence rather than assumptions.

Why assessment first? It prevents us from spending valuable instruction time on skills the student already knows and helps identify the strongest starting point for intervention.
Individualized

Individual Intervention

$65 / session
8 sessions: $480/month
  • One-to-one instruction
  • Individual skill targets
  • Explicit, systematic teaching
  • Ongoing progress monitoring
  • Instruction adjusted as the student grows
2–4 students

Small-Group Intervention

$45 / session
8 sessions: $320/month
  • Students matched by instructional need
  • Small group of 2–4 readers
  • Structured literacy routines
  • Targeted practice and feedback
  • Ongoing progress monitoring
Illustrative progress view

Growth should be visible.

Baseline
Start
Check 1
↑
Check 2
↑
Check 3
↑
Current
Growth
Illustrative only. Actual measures and monitoring schedules depend on the student and skill being targeted.
Progress monitoring

We do not wait months to find out whether the plan is working.

Progress monitoring gives us an ongoing picture of how the student is responding to instruction. The purpose is not to create more testing—it is to make better instructional decisions.

✓
Establish a baselineKnow where the student started before intervention begins.
✓
Check growth regularlyCollect enough data to see whether performance is moving in the right direction.
✓
Adjust when neededChange intensity, pacing, or instructional focus when the data indicates a need.
✓
Communicate progressHelp families understand what is improving and what still needs support.
Who may benefit

Reading intervention may be a good fit when...

A student does not need to fit one exact profile. What matters is whether there is a reading skill that needs more explicit and targeted support.

Reading feels unusually effortful

The student works very hard to read words that peers appear to recognize more automatically.

Reading is slow or choppy

Accuracy, automaticity, or phrasing may be limiting fluency and making comprehension harder.

There is a pattern of guessing

The student may rely on the first letter, pictures, context, or memory instead of fully decoding the word.

Skills are not sticking

The student appears to learn a reading pattern but has difficulty applying it independently later.

Comprehension does not match effort

The student may finish a passage but struggle to explain, recall, or make meaning from what was read.

“Practice more” has not been enough

The student may need more precise instruction rather than simply more time spent reading.

Frequently asked questions

What parents usually want to know.

Does my child have to complete an assessment first?

New intervention students begin with a diagnostic reading assessment so instruction can be targeted to the student’s actual strengths and needs.

Is this the same as tutoring?

No. Tutoring often supports classwork or homework. Reading intervention targets underlying reading skills and monitors the student’s response to instruction.

Will every student work on phonics?

No. The intervention focus is based on assessment results. A student may need phonics, fluency, vocabulary, comprehension, or a combination of skills.

How long will intervention take?

There is no responsible one-size-fits-all timeline. The amount of support needed depends on the size of the gap, the skill being taught, attendance, practice, and how the student responds to instruction.

How will I know whether my child is improving?

Progress is monitored using measures that match the intervention goal, and instruction is adjusted based on the student’s performance over time.

Can my child participate in a small group?

Small groups are appropriate when students have compatible instructional needs. Group placement is based on skill match—not simply age or grade level.

Ready for targeted support?

Start with the reading need—not another worksheet.

If your child has already completed an assessment with Fluency Forward, ask about intervention availability. If not, the diagnostic reading assessment is the best place to begin.

630-608-7720•fluencyforwardliteracylab@gmail.com

Ask About Reading Intervention

No commitment—this simply starts the conversation.
Services & Pricing

Clear support. Clear pricing.

Families should know what they are paying for and why. Fluency Forward keeps the process simple: begin with a diagnostic reading assessment, then choose targeted individual or small-group intervention when ongoing support is recommended.

No generic homework help. Services are built around identified reading needs and measurable goals.

View ServicesLearn About Assessment
Diagnostic firstK–8 supportProgress monitored
At a glance

Three ways to get started.

The right service depends on whether your child needs answers, one-to-one instruction, or a matched small group.

Diagnostic Reading AssessmentFind the gap and determine next steps
$150
Individual InterventionOne-to-one targeted instruction
$65
Small-Group Intervention2–4 students with similar needs
$45
Best first step: New intervention students begin with the diagnostic reading assessment so instruction can be targeted from the start.
Services

Choose the support that fits the reading need.

Each service has a different purpose. The assessment identifies what to target; intervention provides the ongoing instruction.

Best place to begin

Diagnostic Reading Assessment

$150

A focused assessment designed to identify reading strengths, priority needs, and the most useful instructional next steps.

  • Skill-by-skill reading data
  • Identification of strengths and priority gaps
  • Parent-friendly explanation of results
  • Clear instructional recommendations
Explore the Assessment

Individual Reading Intervention

$65 / session
$480/month for 8 one-hour sessions • saves $40 compared with single-session pricing

Focused one-to-one instruction built directly from assessment data and adjusted as the student grows.

  • Individualized reading targets
  • Explicit, systematic instruction
  • Immediate corrective feedback
  • Ongoing progress monitoring
Explore Individual Intervention

Small-Group Intervention

$45 / session
$320/month for 8 one-hour sessions • saves $40 compared with single-session pricing

Targeted instruction for 2–4 students whose reading needs are similar enough to benefit from the same skill focus.

  • Small groups of 2–4 students
  • Students matched by instructional need
  • Structured literacy routines
  • Progress monitored within the group
Explore Small-Group Intervention
Compare Services

What does each option actually do?

This comparison keeps the roles of assessment and intervention clear.

Service feature
Assessment
Individual
Small Group
Identifies reading strengths and gaps
Yes
Uses assessment data
Uses assessment data
Provides ongoing reading instruction
—
Yes
Yes
One-to-one instruction
—
Yes
—
Progress monitoring
Baseline data
Ongoing
Ongoing
Best for
Finding where to start
Highly individualized support
Matched skill practice with peers
Value

You are paying for targeted instruction—not seat time.

The purpose of intervention is to make each session connect to an identified reading need and to use data to decide what should happen next.

Included in intervention

Individual and small-group intervention are designed around the same core instructional model.

  • Targeted skill focus based on assessment information
  • Explicit instruction with modeling and guided practice
  • Corrective feedback during the session
  • Connected application in words, sentences, or text
  • Progress monitoring to evaluate growth

Why the package can make sense

Reading growth usually requires consistency. The 8-session monthly options are designed to support a steady intervention schedule.

  • Individual: 8 sessions for $480 instead of $520
  • Small group: 8 sessions for $320 instead of $360
  • Both packages save $40 compared with paying the single-session rate eight times
  • Assessment comes first so intervention time is not spent guessing what to teach
Which Option Fits?

Start with the question you need answered.

“I don’t know why reading is hard.”

Start with the Diagnostic Reading Assessment. It is designed to identify where the reading process is breaking down.

“My child needs intensive, individualized support.”

Individual intervention may be the best fit. Instruction can be tightly matched to one student's needs and pace.

“My child could benefit from a small matched group.”

Small-group intervention may fit. Students work on shared priority skills in a structured group of 2–4.

Pricing FAQ

Questions families often ask.

Do we have to begin with the diagnostic assessment?

New intervention students begin with assessment so instruction is based on actual reading data rather than assumptions. If your child already has recent assessment information, contact Fluency Forward to discuss what information is available.

Is the diagnostic assessment included in the monthly intervention package?

The diagnostic assessment and ongoing intervention are separate services. The assessment determines what should be targeted; the intervention package covers ongoing instructional sessions.

Why are the 8-session packages less than eight single sessions?

The package rate rewards a consistent intervention schedule. Eight individual sessions at the single rate would total $520; the package is $480. Eight small-group sessions at the single rate would total $360; the package is $320.

How do I know whether individual or small-group intervention is appropriate?

The decision depends on your child's reading needs, available group matches, and how much individualization is appropriate. Assessment information helps guide that recommendation.

Ready to get started?

Tell me where you are in the process.

If you are unsure which service fits, you do not need to figure it out alone. Share what you are noticing, and we can start with the most appropriate next step.

630-608-7720•fluencyforwardliteracylab@gmail.com

Ask About Services

No commitment—this simply starts the conversation.
About Fluency Forward

Reading support should feel clear, personal, and purposeful.

Fluency Forward Literacy Lab was created for families who want more than “just keep practicing.” The work begins by understanding why reading is difficult, then using targeted instruction and progress data to help a student move forward.

Behind Fluency Forward is a reading specialist and educator who has spent more than a decade working with students. The goal is not to make children fit a program. It is to make instruction fit the reader.

Meet ShawnaStart With Assessment
Reading specialistEvidence-based instructionDickinson, North Dakota
Founder & Reading Specialist

Shawna Maston-Rayner

Educator • Reading Interventionist • Founder of Fluency Forward Literacy Lab
M.S. in ReadingAdvanced study in literacy instruction and reading development
M.S. in Educational LeadershipInstructional leadership, systems, and student support
B.S. in Elementary EducationFoundation in teaching, learning, and child development
Experience across elementary, middle school, and reading interventionA perspective shaped by learners at different ages and stages
Fluency Forward’s promise: Target the Gap. Track the Growth.
Why I Built Fluency Forward

Families deserve a better answer than “give it more time.”

In schools, I have worked with students who were bright, capable, and trying hard—but reading still felt harder than it should. Often, the missing piece was not effort. It was a specific skill gap that had not yet been identified or taught in the way that student needed.

Fluency Forward grew from that reality. I wanted families to have a place where assessment comes before assumptions, where instruction is targeted rather than generic, and where progress is measured instead of simply hoped for.

This is why Fluency Forward is intentionally positioned as reading intervention rather than traditional tutoring. The purpose is to identify the underlying reading need, teach it directly, and adjust based on what the student’s data shows.

“A struggling reader does not need more random practice. They need the right skill taught at the right level, with enough support to make it stick.”

— Shawna Maston-Rayner

My job is to make the reading problem clearer, the instruction more precise, and the growth easier for families to see.

The Fluency Forward approach
The Approach

Three ideas guide the work.

These principles shape assessment, intervention, progress monitoring, and communication with families.

Find the why.

Reading difficulty can come from different places. Assessment helps separate the symptoms from the underlying skill need so instruction starts in the right place.

Teach explicitly.

Students benefit from clear modeling, guided practice, corrective feedback, and a purposeful sequence that builds skills instead of relying on guessing or exposure alone.

Measure the growth.

Instruction should produce evidence. Progress monitoring helps determine whether a student is responding, whether a skill is becoming secure, and what should be taught next.

Experience That Informs the Work

A broader view of the reader.

Effective intervention is not only about knowing a phonics pattern or fluency routine. It also means understanding classrooms, development, confidence, family communication, and what it feels like when school becomes frustrating.

Classroom Experience

Experience teaching across elementary and middle school provides context for grade-level expectations, classroom demands, and how reading difficulty can affect learning across subjects.

Reading Intervention

Focused work with struggling readers centers on assessment, explicit instruction, progress monitoring, and targeted next steps rather than broad homework support.

Instructional Leadership

A background in educational leadership supports a systems-level view of student growth—how data, instruction, communication, and decision-making should work together.

Education & Background

Training grounded in literacy and education.

Fluency Forward combines specialized study in reading with classroom and intervention experience. The result is a practice built around both the science of how reading develops and the realities of how children learn.

Explore Reading Intervention
Graduate Degree
Master of Science in ReadingGrand Canyon University
Graduate Degree
Master of Science in Educational LeadershipGrand Canyon University
Undergraduate Degree
Bachelor of Science in Elementary EducationUniversity of Phoenix
Professional Focus
Reading assessment, intervention, fluency, phonics, comprehension, and progress monitoringK–8 literacy support with a diagnostic-first approach
What Families Can Expect

Professional support without losing the human side.

Reading data matters. So does the child sitting in front of it.

Clear explanations

Families should understand what the data means, what is being targeted, and why a particular next step is being recommended.

Individual attention

Instruction is built around the reader’s demonstrated needs rather than a generic packet or one-size-fits-all sequence.

Respect for the learner

Students need challenge and support without being made to feel defined by a reading difficulty. Confidence and independence matter alongside skill growth.

Honest progress monitoring

The goal is not to promise instant results. It is to use evidence to see what is improving, what still needs attention, and when instruction should change.

A Note From Shawna

I want families to leave with clarity.

When a child struggles with reading, it can be hard to know what to do next. Parents hear everything from “they’ll catch up” to “just read more at home,” and those answers can feel frustrating when you can already see your child working hard.

Fluency Forward exists to make the next step more specific. We start by identifying what your child can do, where the breakdown is occurring, and which skill deserves our attention first. From there, intervention becomes purposeful—and progress becomes something we can actually track.

I want your child to experience what it feels like when reading begins to make more sense. And I want you, as a parent, to understand exactly what we are working on and why.

Shawna Maston-RaynerFounder • Fluency Forward Literacy Lab
Your Next Step

Start by finding the reading gap.

If you are concerned about your child’s reading, the diagnostic assessment is designed to give you a clearer picture of strengths, needs, and appropriate next steps.

630-608-7720•fluencyforwardliteracylab@gmail.com

Connect With Fluency Forward

No commitment—this simply starts the conversation.
Parent Resources

Better reading support starts with better information.

When a child struggles with reading, parents often hear a lot of advice—but not all advice fits the actual problem. This resource center is designed to give families clear, practical information about reading development, common warning signs, and what to do next.

No overwhelm. No education jargon for the sake of jargon. Just useful guidance that helps you understand what you are seeing and make informed decisions about support.

Start With What You’re SeeingBrowse Resources
Use This Page When...

You know something feels off, but you are not sure what it means.

Words are guessed or skippedLook at decoding, phonics, and word-reading skills.
Reading is accurate but painfully slowFluency and automatic word recognition may need support.
Your child reads the words but cannot explain the textVocabulary, language, or comprehension may be the priority.
Reading causes frustration or avoidanceThe first step is identifying what is making the task so difficult.
Quick Help for Parents

Start with the reading behavior you are noticing.

A reading struggle can look different from child to child. These are starting points—not diagnoses—but they can help you decide what deserves a closer look.

“My child guesses at words.”

Guessing from the first letter, pictures, or context can be a sign that the student is not consistently using the letter-sound information in the word.

What to notice:

Does the guessed word look similar to the printed word? Can your child sound out unfamiliar words without help?

“Reading is slow and choppy.”

A child may know many phonics skills but still need significant effort to recognize words quickly enough for smooth reading.

What to notice:

Does reading sound word-by-word? Does your child lose the meaning because so much attention is going toward getting the words out?

“The words are right, but the meaning is lost.”

Accurate word reading does not automatically guarantee strong comprehension. Vocabulary, background knowledge, language, and monitoring for meaning all matter.

What to notice:

Can your child retell what happened, explain the main idea, and answer questions using evidence from the text?

“Reading turns into a battle.”

Avoidance can grow when reading repeatedly feels confusing, exhausting, or embarrassing. The behavior is important—but so is finding the skill demand underneath it.

What to notice:

When does frustration begin: before reading, during difficult words, with longer passages, or when questions are asked afterward?

What You Can Do at Home

Support reading without turning home into another classroom.

Home practice should protect confidence while reinforcing useful reading habits.

Give the word a moment.

When your child gets stuck, avoid immediately supplying the word. Pause, then prompt them to look through the word and use the sounds they know.

Reread for smoothness.

Short rereads of familiar text can help build fluency. The goal is not speed alone—it is accurate, increasingly automatic reading that still makes sense.

Talk about what you read.

Ask about ideas, characters, new words, and connections. Conversation builds language and comprehension without requiring a worksheet after every book.

Keep practice short.

Ten purposeful minutes can be more useful than a long session filled with frustration. Stop before practice becomes a battle.

Notice patterns.

Write down words, sounds, or types of text that consistently cause difficulty. Patterns are much more informative than simply saying reading is “hard.”

Celebrate the strategy.

Instead of only praising a correct answer, notice what worked: “You looked all the way through that word.” That reinforces productive reading behavior.

Free Parent Resource Library

Simple guides you can actually use.

This section is built to grow with Fluency Forward. Free parent guides, checklists, and reading-support tools can be added here as they are released.

Parent Guide

Reading Warning Signs by Skill

A quick-reference guide to behaviors that may point toward difficulty with phonemic awareness, phonics, fluency, vocabulary, or comprehension.

RESOURCE COMING SOON
Quick Guide

What to Say When a Reader Gets Stuck

Parent-friendly prompts that encourage students to use the word instead of guessing, while keeping frustration low.

RESOURCE COMING SOON
Checklist

Questions to Ask About Reading Support

A practical list of questions families can use when talking with teachers, interventionists, or other reading-support providers.

RESOURCE COMING SOON
New • Fluency Forward Kids

Short A practice kids can sing along with.

Meet the first Fluency Forward Kids phonics video—a free, engaging way for early readers to hear and recognize the short A sound in words through music, repetition, and a listening game.

Short A /ă/ Kindergarten & Grade 1 Free on YouTube
Watch on YouTube → Browse Printable Resources
Short A Song for Kids Fluency Forward Kids • Free phonics practice
Skill Refresher • Short A /ă/

Refresh the short A routine in under two minutes.

This focused teacher-training video reviews an explicit, systematic short A routine inspired by the instructional flow used in UFLI Foundations: hear the sound, connect sound to print, blend, read, and apply the skill in connected text.

  • Model a clean, accurate /ă/ sound
  • Connect the sound to the letter A
  • Blend and read short A CVC words
  • Use error correction that returns students to the decoding process
  • Check transfer with unfamiliar words and connected text
Browse Short A Resources →
Short A Sound Skill Refresher Fluency Forward Literacy Lab • Professional learning
Skill Refresher • Short E /ĕ/

Teach short E with a clear decoding routine.

This focused teacher-training video models an explicit short E routine that moves students from hearing the sound to connecting it with print, blending, reading, and applying the pattern in connected text.

  • Model the short E sound clearly as “eh”
  • Connect the sound to the letter E
  • Blend and read short E CVC words
  • Redirect guessing back to the decoding process
  • Check transfer with unfamiliar words and connected text
Browse Literacy Resources →
Short E Sound Skill Refresher Fluency Forward Literacy Lab • Professional learning
A Helpful Distinction

Practice and intervention are not the same thing.

A child absolutely needs opportunities to read. But when a specific reading skill is weak, simply increasing the amount of reading may not fix the underlying problem.

Targeted intervention identifies the skill that is getting in the way and teaches it directly. Home reading then becomes a way to reinforce growth—not a substitute for the instruction the student actually needs.

Learn About Intervention
Practice says:“Read more and keep trying.”
Assessment asks:“Which reading skill is strong, and which skill is breaking down?”
Intervention says:“Teach that missing skill explicitly, then measure the response.”
Progress monitoring asks:“Is this instruction actually producing growth?”
When to Look Deeper

Some reading concerns deserve more than “wait and see.”

A single difficult homework night is not the same as a persistent reading pattern. Consider gathering more information when difficulty is consistent, growing, or affecting confidence.

Keep watching and supporting when...

• A new skill has just been introduced.

• Mistakes are occasional and improving with instruction.

• Your child can use a prompt and then apply the skill independently.

• Reading confidence remains generally intact.

Consider an assessment when...

• The same types of reading errors keep appearing.

• Reading is consistently much harder than other schoolwork.

• Your child relies heavily on guessing or adult prompting.

• Avoidance, frustration, or confidence concerns are increasing.

Need More Than a Tip?

Find out what is actually getting in the way.

If the same reading concern keeps showing up, a diagnostic reading assessment can replace guesswork with a clear picture of strengths, priority needs, and what to teach next.

Explore the $150 AssessmentCall 630-608-7720
Fluency Forward Digital Resources

Targeted literacy resources built for real intervention.

These resources are designed for educators, interventionists, homeschool families, and reading specialists who want explicit instruction, aligned student practice, and materials that are actually usable.

Teacher-friendly. Student-ready. Science of Reading aligned. Each resource is built around a specific literacy skill so instruction stays focused and purposeful.

Browse ResourcesSee How They’re Designed
What Makes These Different

Materials designed from the intervention lesson outward.

Teacher manual firstInstruction is clearly sequenced before student pages are created.
Student work that actually alignsPractice pages match the skill, routine, and language taught in the lesson.
Built for small groups and one-to-one useResources are designed to support intervention—not generic busywork.
Progress-mindedActivities are focused enough to help educators see what a student can and cannot yet do.
Short Vowels Phonics Digraphs Word Work Decodable Text Intervention Lessons
Featured Resources

Focused materials for the skills readers need next.

The shop is structured so each listing can eventually connect to direct purchase, download, or an external product page without changing the website design.

Short VowelsPDF

Short A Review

A targeted short-a intervention resource with explicit teacher guidance and directly aligned student practice.

  • Scripted teacher instruction
  • Student practice pages
  • Word work and decoding practice
  • Connected and decodable text
Teacher + Student ResourceView Product →
Short VowelsPDF

Short O Review

Focused short-o reading practice designed to reinforce decoding, word reading, connected text, and independent application.

  • Explicit lesson support
  • Large-print student pages
  • Decodable reading practice
  • Aligned word work
Teacher + Student ResourceView Product →
Short VowelsPDF

Short U Review

A cohesive short-u lesson and student-practice resource for targeted review, intervention, and reading-center support.

  • Teacher-directed lesson routines
  • Student word work
  • Connected text
  • Decodable text practice
Teacher + Student ResourceView Product →
PhonicsPDF

FLSZ: ff, ll, ss, zz

Explicit phonics intervention for the FLSZ spelling pattern, including phonemic awareness, drills, word work, spelling, and text application.

  • Phonemic awareness
  • Visual and auditory drills
  • Reading and spelling practice
  • Connected and decodable text
Explicit Phonics LessonView Product →
PhonicsPDF

-all, -oll, -ull

A focused lesson for the altered vowel sounds that occur before -ll, with reading, spelling, word families, and connected-text practice.

  • Concept introduction
  • Word-family practice
  • Reading and spelling routines
  • Teacher-scripted instruction
Targeted Phonics LessonView Product →
Word PracticePDF

Short-Vowel Word & Practice Cards

Reusable practice materials designed to support word reading, word-family work, review routines, and literacy centers.

  • Large-print practice cards
  • Reusable intervention support
  • Small-group friendly
  • Easy center or review use
Reusable Practice ResourceView Product →
Built to Grow

A resource library that can become a full intervention collection.

The shop is designed to expand as new Fluency Forward lessons, skill bundles, benchmark tools, fluency materials, and intervention resources are released.

Skill-specific lessonsTarget one reading concept at a time.
Bundles and sequencesCombine related skills into a larger instructional pathway.
Assessment and monitoring toolsAdd benchmark and progress-monitoring resources as the library grows.
Educator-ready materialsKeep teacher guidance and student materials aligned in one professional product.
Designed for Flexible Use

Use them where targeted literacy instruction happens.

Reading Intervention

Use the explicit lesson routines for one-to-one or small-group targeted instruction.

Literacy Centers

Pull aligned student pages or reusable practice materials into structured review stations.

Homeschool Support

Give families a clearer instructional sequence than disconnected worksheet practice.

Skill Review

Use selected components for reteaching, reinforcement, warm-ups, or intervention follow-up.

Shop Setup

Product links and checkout come next.

This preview shows the finished shop structure. The product buttons are intentionally not connected yet. When the website is published, they can link to direct checkout, downloadable product pages, or your existing marketplace listings.

Contact Fluency Forward Parent Resources
Contact & Booking

Ready for a clearer next step?

If you are concerned about your child’s reading, you do not need to know exactly which service to choose before reaching out. Tell me what you are noticing, and we can begin with the most appropriate next step.

Call630-608-7720
Emailfluencyforwardliteracylab@gmail.com
HoursMonday–Friday • 9:00 a.m.–6:00 p.m.
Start the Conversation

Tell me about your reader.

This form does not commit you to a service. It simply gives Fluency Forward enough information to understand what you are looking for.

No commitment—this simply starts the conversation. Fluency Forward will follow up to discuss the appropriate next step and availability.
What Happens Next

You will know what to expect.

Reaching out should not feel complicated. The first conversation is simply about understanding your concern and deciding what makes sense next.

1. You reach out.

Share what you are noticing and whether you already know which service you are interested in.

2. We clarify the need.

If you are unsure where to begin, we determine whether assessment, intervention, or another next step makes the most sense.

3. We schedule.

Once the right starting point is clear, we discuss current availability and choose a time that works.

Not Sure What to Choose?

The diagnostic assessment is the best place to begin.

If Fluency Forward has not already assessed your child, the $150 diagnostic reading assessment provides the clearest starting point. It identifies strengths, priority needs, and what should be taught next.

Learn About the Assessment
Already have Fluency Forward assessment data?Ask about individual or small-group intervention availability.
Not sure what the reading problem is?Start with the diagnostic assessment rather than guessing at a service.
Just have a question?You are welcome to call 630-608-7720 before deciding what to book.
Before You Reach Out

A few quick answers.

Do I need a referral?

No. Families can contact Fluency Forward directly.

Do I have to know which service my child needs?

No. If you are unsure, describe the concern and we can identify the most appropriate starting point.

Can I call instead of using the form?

Absolutely. Call 630-608-7720 during business hours.

How can I contact Fluency Forward?

Call 630-608-7720 or email fluencyforwardliteracylab@gmail.com.

A note about this form Please do not submit confidential school records, medical information, or sensitive student documents through the basic contact form. Those can be shared through an appropriate method after contact is established.