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Get Your Child Reading at Grade Level with One Minute Reader

Madeline Waters • October 30, 2024

Picture this: Your child just got home from school. You tell him to go read for 20 minutes while you get dinner ready. He grabs a book and a spot on the couch, and you smile as you hear the pages turn. When it’s time to eat you ask, “What did you read about?” Your child hesitates, fumbling to form an answer. Suddenly, you wonder—was he even reading? You start to worry: Is he struggling with reading? How can you make sure he’s actually practicing when you don’t have time to supervise every reading session? 

You’re not alone. Many children across the country are reading below grade level, and their parents often don’t have the time or resources to give them the support they need. 

Enter One Minute Reader. This independent reading program accelerates reading development through structured, scaffolded support using an evidence-based system. With One Minute Reader, it’s easy for parents to increase their child’s time spent actually reading. 



What are the benefits? 

Students… 

  • Expand knowledge base by reading interesting nonfiction text. 
  • Receive structured audio support to learn words and improve expression. 
  • Quickly experience success and an improved attitude toward reading. 
  • Engage in self-directed learning. 
  • Develop fluency, comprehension, and vocabulary skills. 
  • Gain confidence from seeing their scores improve. 

Parents… 

  • Access detailed graphs and reports on their child’s performance. 
  • Feel confident that their child is receiving evidence-based reading support. 
  • Have more time to focus on their child’s other needs. 
  • Know that their child is spending more time actually reading.  



How does it work? 

One Minute Reader accelerates reading achievement by combining the research-proven components of the Read Naturally Strategy: teacher modeling, repeated reading, and progress monitoring. Children work at their own pace, progressing through an appropriate level of material as the program guides them step by step. They master each story by reading along with an audio recording and practicing until they can read it fluently. The program automatically tracks their progress, allowing for easy monitoring even when you don’t have time to sit down with your child as they read. 

By making reading engaging and accessible, One Minute Reader bridges the gap between learning to read and reading to learn. Try it out for free

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By Anne Hauth March 18, 2025
Boost your child's reading scores fast with One Minute Reader! Proven methods build fluency, vocabulary & confidence—just $8/month. Try it free today!
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By Madeline Waters March 17, 2025
Boost your middle schooler's reading skills with age-appropriate content, fluency practice, and more. Discover effective strategies and the One Minute Reader program for reading success!
By Madeline Waters March 10, 2025
"Fluency is not an instructional target. It is the result of decoding instruction that leads to automatic word recognition." "If a child can decode accurately and automatically, they do not need fluency practice." "Fluency is an outcome of good decoding not a process to go through." "Fluency is a byproduct of solid word recognition skills and not its own distinct subskill." Have you ever heard someone say that reading fluency is just a natural byproduct of learning phonics? This idea has been a point of conversation lately in many literacy spaces, and surprisingly, it's not sparking much debate. Is reading fluency just a natural byproduct of decoding development? If only it were that simple! Fluency is one of the five essential components of reading because it’s a distinct part of skilled reading. Of course, the five components don’t exist in separate vacuums; they overlap and influence each other. Naturally, this can cause some confusion. Let’s discuss the relationship between phonics , fluency , and comprehension . There’s no doubt that automatic word recognition is a key reason why text fluency is so highly correlated with comprehension. When children can automatically read words, their cognitive load is freed up for meaning-making. Children must first develop their decoding skills in order to eventually become automatic decoders. But is an automatic decoder the same as a fluent reader? Consider this reading sample:
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