Fluency means reading faster, smoother, more expressively, or more quietly with goal of reading silently.
Fluent reading is reading in which words are recognized automatically. With automatic word recognition, reading becomes faster, smoother, and more expressive, and students can begin to read silently, which is roughly twice as fast as oral reading.
Theories in reading instruction
TOP-DOWN READING MODEL
Emphasizes what the reader brings to the text
Says reading is driven by meaning
Proceeds from whole to part
Views from some researchers
1. Frank Smith – Reading is not decoding written language to spoken language
2. reading is a matter of bringing meaning to print
FEATURES OF TOP-DOWN APPROACH
Readers can comprehend a selection even though they do not recognize each word.
Readers should use meaning and grammatical cues to identify unrecognized words.
Reading for meaning is the primary objective of reading, rather than mastery of letters, letters/sound relationships and words.
FEATURES OF TOP-DOWN APPROACH
Reading requires the use of meaning activities than the mastery of series of word- recognition skills.
The primary focus of instruction should be the reading of sentences, paragraphs, and whole selections
The most important aspect about reading is the amount and kind of information gained through reading.
BOTTOM UP
Emphasizes a single direction
Emphasizes the written or printed texts
Part to whole model
Reading is driven by a process that results in meaning
PROPONENTS OF THE BOTTOM UP
Flesch 1955
Gough 1985
FEATURES OF BOTTOM-UP
Believes the reader needs to:
Identify letter features
Link these features to recognize letters
Combine letter to recognize spelling patterns
Link spelling patterns to recognize words
Proceed to sentence, paragraph, and text- level processing
INTERACTIVE READING MODEL
It recognizes the interaction of bottom-up and top-down processes simultaneously throughout the reading process.
Reading as an active process that depends on reader characteristics, the text, and the reading situation (Rumelhart, 1985)
Attempts to combine the valid insights of bottom-up and top-down models.
PROPONENTS OF THE INTERACTIVE READING MODEL
Rumelhart, D. 1985
Barr, Sadow, and Blachowicz 1990
Ruddell and Speaker 1985
Brown - 8 Factors in Listening ComprehensionDaniel Beck
I made this slideshow to help study the 8 factors Brown lists in "Teaching by Principles" that make listening difficult. They are found on pages 304-307.
In teaching language, teaching aids & teaching materials play a very important role since individuals have the tendency to forget, with the proper use of such aids, they can be helped to remember the lessons permanently & motivate them to learn better. Because they directly address the five senses so the chances of forgetting are less and the learning process is more effective.
This slide presentation explains the problems and solutions of EFL / ESL reading classes. You can also find the theories of reading and reading skills in accordance with the Common Reference Levels.
Theories in reading instruction
TOP-DOWN READING MODEL
Emphasizes what the reader brings to the text
Says reading is driven by meaning
Proceeds from whole to part
Views from some researchers
1. Frank Smith – Reading is not decoding written language to spoken language
2. reading is a matter of bringing meaning to print
FEATURES OF TOP-DOWN APPROACH
Readers can comprehend a selection even though they do not recognize each word.
Readers should use meaning and grammatical cues to identify unrecognized words.
Reading for meaning is the primary objective of reading, rather than mastery of letters, letters/sound relationships and words.
FEATURES OF TOP-DOWN APPROACH
Reading requires the use of meaning activities than the mastery of series of word- recognition skills.
The primary focus of instruction should be the reading of sentences, paragraphs, and whole selections
The most important aspect about reading is the amount and kind of information gained through reading.
BOTTOM UP
Emphasizes a single direction
Emphasizes the written or printed texts
Part to whole model
Reading is driven by a process that results in meaning
PROPONENTS OF THE BOTTOM UP
Flesch 1955
Gough 1985
FEATURES OF BOTTOM-UP
Believes the reader needs to:
Identify letter features
Link these features to recognize letters
Combine letter to recognize spelling patterns
Link spelling patterns to recognize words
Proceed to sentence, paragraph, and text- level processing
INTERACTIVE READING MODEL
It recognizes the interaction of bottom-up and top-down processes simultaneously throughout the reading process.
Reading as an active process that depends on reader characteristics, the text, and the reading situation (Rumelhart, 1985)
Attempts to combine the valid insights of bottom-up and top-down models.
PROPONENTS OF THE INTERACTIVE READING MODEL
Rumelhart, D. 1985
Barr, Sadow, and Blachowicz 1990
Ruddell and Speaker 1985
Brown - 8 Factors in Listening ComprehensionDaniel Beck
I made this slideshow to help study the 8 factors Brown lists in "Teaching by Principles" that make listening difficult. They are found on pages 304-307.
In teaching language, teaching aids & teaching materials play a very important role since individuals have the tendency to forget, with the proper use of such aids, they can be helped to remember the lessons permanently & motivate them to learn better. Because they directly address the five senses so the chances of forgetting are less and the learning process is more effective.
This slide presentation explains the problems and solutions of EFL / ESL reading classes. You can also find the theories of reading and reading skills in accordance with the Common Reference Levels.
Currently most reading is either of the printed word from ink or toner on paper, such as in a book, magazine, newspaper, leaflet, or notebook, or of electronic displays, such as computer displays, television, mobile phones or e-readers. Handwritten text may also be produced using a graphite pencil or a pen. Short texts may be written or painted on an object.Often the text relates to the object, such as an address on an envelope, product info on packaging, or text on a traffic or street sign. A slogan may be painted on a wall. A text may also be produced by arranging stones of a different color in a wall or road. Short texts like these are sometimes referred to as environmental print.Sometimes text or images are in relief, with or without using a color contrast. Words or images can be carved in stone, wood, or metal; instructions can be printed in relief on the plastic housing of a home appliance, or myriad other examples
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1. Ali, PotreP.
Balmocena, April Alice Angelie C.
Ceballos, Ruffie S.
Hingpit, Jessa Mae P.
The Teaching of Readingand Literature
Approaches in Reading focusing Fluency
Fluency in reading
Fluency means reading faster, smoother, more expressively, or more quietly with goal of reading silently.
Fluent reading isreading inwhich words arerecognizedautomatically. Withautomaticword recognition,reading
becomes faster, smoother, and more expressive, and students can begin to read silently, which is roughly twice
as fast as oral reading.
Fluency includes things such as:
1. word recognition which is directly related to words per minute (reading rate)
2. inflection of the voice (expression)
3. phrasing (stopping at periods, pausing at commas, etc.)
4. My definition for young readers is, “Fluency is when you sound like you’re talking instead of reading.”
Best methods to use in the classroom to help students become fluent depend on whether the student is just
beginning to read, has learned to read and is making adequate progress, or is struggling.
Two general approaches to improving fluency
1. The direct approach-involves modeling and practice with repeated reading under time pressure.
A. Model fluent reading
By listening to good models of fluent reading, students learn how a reader's voice can help written text
make sense
B. Repeated readings
After you model how to read the text, you must have the students reread it. Have other adults read aloud to
students. Encourage parents or other family members to read aloud to their children at home. The more models
of fluent reading the children hear, the better.
Repeated reading worksbest with readerswho arefull alphabetic, i.e., who know how to decode some words.
Use a passage of 100 words or so at the instructional level. The text should be decodable, not predictable. The
reader might select a favorite from among familiar books.
Research over the past two decades has identified repeated reading as the key strategy for improving
students' fluency skills (NICHD, 2000). Repeated reading has two essential elements: 1) Giving students the
opportunity to read and then re-read the same text and 2) having students practice their reading orally with an
opportunity to receive corrections and guidance (if necessary).
2. 2. The indirect approach involves encouraging children to read voluntarily in their free time.
A. Voluntary reading
Sustained silent reading (SSR, a.k.a. DEAR, "drop everything and read") gives children a daily opportunity
to read and discover the pleasure of reading. Each student chooses a book or magazine, and the entire class
reads for a set period of time each day.
Tierney, Readence, and Dishner, in Reading Strategies and Practices (Allyn & Bacon, 1990, pp. 461-462) list three
"cardinal rules" for SSR:
1. Everybody reads. Both students and teacher will read something of their own choosing. Any text that
keeps the reader interested is acceptable. The teacher reads too. Completing
2. There are to be no interruptions during USSR. The word uninterrupted is an essential part of the
technique. Interruptions result inloss of comprehension and loss of interest by manystudents; therefore,
questions and comments should be held until the silent reading period has concluded.
3. No one will be asked to report what they have read. It is essential that students recognize SSR as a period
of free reading, with the emphasis on reading for enjoyment.
B. Independent Reading
Independent reading is children's reading of text — such as books, magazines, and newspapers —
on their own, with minimal to no assistance from adults. It can consist of reading done in or out of school,
including purely voluntary reading for enjoyment or assigned reading for homework.
Successful independent reading is the end result of a well-executed balanced literacy program. It allows
students the chance to “practice” the strategies they’ve learned through guided reading, shared reading, and
teacher readalouds –the other components of balancedliteracy. Withlevel appropriatematerials,students now
have the skills they need to read on their own. That means they can read confidently and are actually excited
about their ability to read.
Four essential elements of independent reading:
Essential Element #1 – Choice
Children are thrilled when they’re given a choice of what to read. They’re much more motivated. Who wouldn’t
be? However, since students must make a selection that’s on their reading level, teachers need to have an
exceptional classroom library.
Element #2 – Strategies
Before students can become proficient independent readers, they must have the tools they need to be
successful. Inside the toolbox are two basic strategies; decoding strategies and comprehension
strategies. Decoding strategies help children move forward when they stumble upon a word they don’t
know. They know what to do to figure it out.
Element #3 – Time
How do you get to be a proficient(even prolific)reader? Practice,practice,practice! Asall musiciansand athletes
know, practice takes time. That’s why time should be set aside to practice reading as well. Also, by dedicating
long blocks of time to independent reading, students quickly get the idea that reading is important.
3. Element #4 – Goals
Encouragestudents to set reading goalsbut teachersdo need to specifywhat kind of goal. Otherwise,a student’s
goal could be to get to the end of the book. Because there is already a long period of time set aside for
independent reading, the teacher can use this time to conference with the students. Listen to their reading and
see how they apply the strategies. Then help students set a reading goal based on the strategy they need to
strengthen.
Independent Reading Activities
If you’re like most people, after reading a really good book you want to tell someone about it – you want to
share. Why not give students the same opportunity? Here are 5 activities that will engage students in sharing
what they read.
1. Illustrate an important character or event in the story.
2. Create an advertisement to promote the book.
3. Have students pick out words they are unfamiliar with and make a word wall.
4. Make a bookmark that represents the theme or main idea of the book.
5. Write a question to the author or a character in the book.
Activities for students to increase fluency
There are several ways thatyour studentscanpractice orally rereading text, includingstudent-adultreading, choral(or
unison)reading, tape-assistedreading, partnerreading, andreaders' theatre.
Student-adult reading
In student-adultreading, thestudentreads one-on-onewithan adult. The adultcan be you, a parent, a classroomaide, or
a tutor. The adult reads the text first, providing the students with a model of fluent reading. Then the student reads the
same passage to the adult with the adult providingassistanceand encouragement. The studentrereads the passage until
the reading is quite fluent. This shouldtakeapproximately three tofour rereadings.
Choral reading
In choral, or unison, reading, studentsread along as a groupwith you(or another fluent adult reader). Of course, to doso,
studentsmustbe able to see the same text thatyou are reading. They might follow along as youread from a big book, or
they might read from their own copy of the book you are reading. For choral reading, choose a book that is not too long
and that you think is at the independent reading level of most students. Patterned or predictable books are particularly
useful for choral reading, because their repetitiousstyle invites studentstojoin in. Begin by reading the book aloud asyou
model fluent reading.
Tape-assisted reading
Intape-assistedreading, studentsreadalongin their booksasthey hear a fluent reader read thebook onan audiotape. For
tape-assistedreading, you need a book at a student'sindependent reading level and a tape recording of the book read by
a fluent reader at about80-100 wordsper minute. The tape shouldnot have sound effects or music. For the first reading,
the student should follow along with the tape, pointing to each word in her or his book as the reader reads it. Next, the
studentshouldtry to read aloud alongwith the tape. Reading alongwith the tape shouldcontinue untilthe studentis able
to read the book independently, withoutthesupportof the tape.
Partner reading
Inpartner reading, paired studentstaketurnsreadingaloudto each other. Forpartner reading, more fluent readers canbe
paired with less fluent readers. The stronger reader reads a paragraph or page first, providing a model of fluent reading.
Then the less fluent reader reads the sametext aloud. The strongerstudentgives help with word recognitionand provides
feedback andencouragementtotheless fluent partner. Theless fluent partnerrereads thepassageuntilhe or shecanread
it independently. Partnerreading need notbe donewith a moreand less fluent reader.
Readers' theatre
In readers' theatre, studentsrehearse and perform a play for peers or others. They read from scripts thathave been
derived from booksthatare rich in dialogue. Studentsplay characters who speak lines or a narratorwho shares necessary
4. backgroundinformation. Readers'theatre providesreaders with a legitimate reasonto reread text andto practice
fluency.
References:
http://www.readingrockets.org/article/two-methods-developing-fluency
http://www.readingrockets.org/article/independent-reading
http://www.auburn.edu/~murraba/fluency.html
http://www.k12reader.com/independent-reading-the-foundation-of-lifelong-reading/