Over the past two decades, reading fluency has been increasingly recognized as an important instructional variable for success in reading. Yet, this has not always been the case. This article presents a historical review of the nature and role of fluency instruction in the United States. The roots of oral reading fluency began in an age when texts and other forms of entertainment and information were limited. Historically, in America, oral reading was the predominant means for conveying ideas and passing the time at home with the family. In the 1800s, American education’s primary method of instruction emphasized the need for being able to read aloud with expression and fluency, in order to hold the listeners’ attention and convey information. As texts and other forms of information became more available, oral reading became deemphasized, and silent reading was viewed as a better approach to developing readers’ comprehension at the cost of fluency development. With continued research and national reports that indicate the significant contributions of oral reading fluency to reading comprehension and academic proficiency, it is clear that the roots of oral reading run deep, and that fluent reading development is important to learners’ academic achievement and reading comprehension.

Data were collected from 32 teachers using mixed methods to investigate their perceptions of the value of online professional development (PD) offered through a school-community partnership with National Aeronautics and Space Administration (NASA). The partnership between multiple school districts nationwide and NASA provided teachers with an online Science, Technology, Engineering and Mathematics (STEM) PD course called MicroGX. Data from this study provide evidence that teachers perceived MicroGX as a positive PD experience. Teachers indicated that they would recommend this PD to other teachers, and overall were satisfied with interaction with others, resources, support, content, and content delivery. Effective PD components include building teachers’ content knowledge, impacting students’ learning, increasing teaching resources, and providing support for participation in PD.

This mixed-methods study investigated teachers’ perceptions and implementation of professional development in writing instruction at a United States public high school campus. A layered approach to professional development was utilized: (1) one group received weekly professional development during a Professional Learning Community (PLC) and participated on a district writing team, (2) one group received weekly professional development during a PLC and received instructional coaching, and (3) one group received only weekly professional development during a PLC. Data were gathered on teachers’ responses to their perceptions of professional development received, teachers’ body and verbal language during PLCs and professional development, reflection notes documented by teachers receiving instructional coaching, and interviews of the teachers who received instructional coaching. Analyses of the data demonstrated application of the newly learned instructional practices in the classroom indicating the value teachers placed on learning during PLCs. While no significant differences were noted from the analysis of the pre-to post-observations for teachers in any group it was evidenced that the teachers who received instructional coaching became more aware of their instructional practices and had a greater sense of collaboration and collegiality as a result of the coaching process.