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Concept-Oriented Reading Instruction (CORI) was developed in 1993 by Dr. John T. Guthrie with a team of elementary teachers and graduate students. The project designed and implemented a framework of conceptually oriented reading instruction to improve students' amount and breadth of reading, intrinsic motivations for reading, and strategies of search and comprehension.
Students who are reading at this stage are engaged in analyzing the patterns of word derivations, root words, prefixes and suffixes. The overall purpose of balanced literacy instruction is to provide students with a differentiated instructional program which will support the reading and writing skill development of each individual.
The NRP analyzed 16 studies showing that teaching oral reading fluency led to improvements in word reading, fluency, and reading comprehension for students in grades 1–4, and for older students with reading problems. Instruction that had students reading texts aloud, with repetition and feedback led to clear learning benefits. [8]
The Institute of Education Sciences (the independent, non-partisan statistics, research, and evaluation arm of the U.S. Department of Education), describes the approach as follows: "Orton-Gillingham is a broad, multisensory approach to teaching reading and spelling that can be modified for individual or group instruction at all reading levels.
SDAIE requires the student possess intermediate fluency in English as well as mastery of their native language. The instruction is carefully prepared so the student can access the English language content supported by material in their primary language and carefully planned instruction that strives for comprehensible input.
Precision teaching is a type of programmed instruction that focuses heavily on frequency as its main datum. By focusing on fluency, the teacher can then adjust the curricula for each learner to maximize the learning based on the learner's personal fluency measurements. The instruction can be by any method or approach.