VIDBE-Q Volume 68 Issue 4
70
Table 1
Summary of Procedural Adaptations
Component Read Naturally
Procedures
Adaptations for
Students with Low
Vision
Rationale in Literature
Initial
Placement
Placement table has
specific
CWPM criteria;
students cannot be
placed at a higher
level unless they can
meet those criteria
(30-60 words per
minute can only be
placed at 1.0-3.0)
Determine an
individual baseline for
comparison rather
than using the Read
Naturally placement
table
Use Basic Reading
Inventory (BRI) to
estimate levels and
compare to accuracy
of placement packet
levels to determine
starting level
Saviano and Hatton (2013) used
Qualitative Reading Inventory
when establishing pre-baseline
reading levels and selecting
appropriate materials.
Kamei-Hannan and Ricci (2015)
recommended use of informal
reading inventories (such as the
BRI) to "match students with
appropriate reading materials at
their instructional levels" (p.
66).
Use 1 minute timing
to calculate fluency
Allow students to read
the entire passage and
record time
Calculate mean
fluency per passage
rather than fluency per
minute
Kamei-Hannan and Ricci (2015)
gave passage formula
• Subtract the incorrect
words from the total
words in the passage
• Multiply by 60
• Divide by the seconds
taken to read the passage
Cold/Hot
Timings
Timings are
conducted via
paper/pencil or
students reading the
computer screen
Cold/Hot use media
recommended by their
learning media
assessment
Lusk, Lawson, and McCarthy
(2013) stated that Learning
Media Assessments should be
used to inform assessment and
instruction
Student reads for one
minute only
Allow students to read
the entire passage and
record time
Kamei-Hannan and Ricci (2015)
passage formula
Repeated
Readings
Student practices
reading the passage
three times with a
recording (cassette
tape, CD, or using
web version)
Practice readings
could be customized
to preference
(VoiceDream Reader,
etc.)
McLaughlin and Kamei-Hannan
(2018) found students' reading
fluency was higher when using
an electronic tablet.
