VIDBE-Q Volume 68 Issue 4
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considerations for utilizing Read Naturally with students who are visually impaired
include: (a) determine the student's individual baselines instead of placing students
according to fluency guidelines for students without visual impairments, (b) for
students with visual impairments particularly, fluency should be measured as a
percent improvement relative to the student's own baseline, not compared to
others, (c) use mean correct words per minute across a passage (CWPMP) and
percent improvement in fluency as metrics, rather than one minute timings, and (d)
technology can be used in conjunction with this program to provide an avenue for
the repeated reading practice. Specifically, the use of the BRI to inform student
placement provided a valuable starting point for determining a baseline for
accuracy and fluency that could be compared to the Read Naturally Placement
Packet. What is more, although the authors only planned to use the technology for
the repeated readings, Laura expressed a preference for using an iPad Pro (12.9-
inch size) with the VoiceDream Reader application that allowed her to customize
font size, color contrast, voice, and speed for the entire process (including timings).
Conclusion
The results of the pilot study suggest that, with adaptations, the Read
Naturally program can be an impactful reading fluency intervention for students
with visual impairments. The present findings seem to be in contrast to the
aforementioned assertions on the Read Naturally website that the program should
