![](https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEibTHTky2-yFiuTRwY0jyQLTmXcx1TZYLqELgPtdHEG8eWt1K4SIIWeyNjO-_ZAj1LpLj-QOAbLxuca8daSBuAaZWlPSa6LDWqHEqmF8aWb4ywUWnnGT94IguhlOEsvRNak4YvJBQXtyVqQ/s1600/reading+7.jpg)
Reading, a complex process some have likened to rocket science (Moats, 1999), has become less of a mystery in recent years. Reports, such as that from the National Reading Panel (NRP, 2000), have highlighted extensive research that details how to best teach beginning reading. Topics in the NRP report include phonemic awareness, phonics instruc- tion, comprehension, computer technology, and reading fluency. Fluency, in particular, has received an increasing amount of attention.