With current trends in education and the increasing emphasis on standardized test data, today's classrooms are increasingly results-oriented. Although few would dispute the importance of improving classroom instruction and the logic associated with basing instruction on desired student outcomes, this one-size-fits-all approach is not without its detractors. may personally feel that there are students in their class who have not mastered the skill sufficiently. This practice is particularly troublesome when it concerns the teaching of reading and reading fluency. It is widely accepted among educators and education researchers that not all children progress at the same rate. However, with today's emphasis on test score data that determines instructional strategies, many educators instruct their students as if they do. My personal view is that students should determine my teaching and teaching strategies, and that my teaching practices should change based on the needs of my students. Over the years, different reading teaching philosophies have emerged, changed, disappeared, transformed, and re-emerged. . Strategies included sight words, phonics approaches, whole language, as well as several combinations of all of these strategies. With the advent of No Child Left Behind in 2001, reading instruction, as well as teaching in general, began to place more emphasis on "standards-based teaching." This type of teaching has continued and is now emulated in the new Common Core Standards. The trick for educators has been how to cover the required material in middle of paper......provide an adequately structured environment to achieve these goals. Although all of the articles I read discuss strategies for improving reading fluency in different types of contexts, all emphasize the importance of basing instructional strategies on student needs rather than a curriculum established. Works Cited Fenty, NS, McDuffie-Landrum, K. and Fisher, G. (2012). Use collaborative, co-teaching, and question-and-answer relationships to improve content area mastery. Teaching Exceptional Children, 44(6), 28-37.Ortlieb, E., Grandstaff-Beckers, G., and Cheek, EH (2012). Promote reading excellence at all school levels through reading clinics. Clearinghouse, 85(1), 1-6. doi:10.1080/00098655.2011.601356Sanden, S. (2012). Independent reading: Perspectives and practices of highly effective teachers. Reading Teacher, 66(3), 222-231. doi:10.1002/TRTR.01120