During the summer of 2007, 40 students from Lucey Craft Laney Community School, received 1:1 individualized reading fluency instruction from University of Minnesota graduate students for 30 min per day, 3 times per week (2 hours weekly) for 4 weeks. During the first week of the project, individualized reading assessments were conducted with each participant in the project to identify (a) the student's instructional level in reading, (b) an instructional strategy matched to the student's individual needs in the area of reading fluency, and (c) an error pattern analysis to identify the types of words the student was reading incorrectly. During the subsequent three weeks, each child received individualized reading instruction at his or her instructional level. The intervention consisted of an individualized instructional model, repeated practice reading passages, preview of instructional content, and reward contingent on tracking with finger while reading.

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