This document provides an overview of reading comprehension as a complex cognitive process. It discusses several important concepts, including automaticity, attention allocation, working memory, and other processes involved in comprehension like semantic and phonological memory systems. The document also includes a chart showing oral reading fluency norms and expected proficiency levels by grade. The goal is to explain how assessing and increasing reading fluency can improve comprehension.

1. Audio An overview of cognition &
Picture (no copyright, 3”x3”) the reading process.
N/A Coach # 1
N/A Coach # 2
N/A Coach # 3
Text Reading comprehension is a complex cognitive process. In order to understand the importance of reading
fluency, one must understand the cognitive theoretical principles upon which predicated. This storyboard
Size, color: has two key purposes. First, the storyboard will explicate the cognitive principles that are involved in
Black, 12 in. reading comprehension and how those principles relate to fluency.
font.
Second, the storyboard will explain to use the Response-to-Intervention process to develop an Oral Reading
Fluency (ORF) intervention model, which is design to increase reading fluency and thereby increase reading
compression. The goal is to teach you how to assess reading fluency, monitor progress and evaluate
progress.
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2. Diagram (No copyright, size: 3”x3”) Audio The author will describe the
theory of automaticity.
Theory of Automaticity Coach # 1 Automactity is an important
cognitive principle in the
Less fluent readers need More fluent readers have learning process.
to allocate more resources more resources available
to decoding. for comprehension. Coach # 2 I do not know why this is
important to teachers.
Besides, I have never heard of
automaticity.
Coach # 3 Fluent readers must decode
words automatically, without
conscious attention.
Decoding Comprehension
Text Simple procedures and processing must be automatic. Automaticity: The ability to translate letters-to-
sounds-to-words fluently, effortlessly. LaBerge and Samuels (1974) described the fluent reader as "one
Size, color: whose decoding process is automatic, requiring no conscious attention" (cited in Juel, 1991, p. 760). Such
Black, 12 in. capacity enables readers to allocate their attention to the comprehension and meaning of text. What this
font means is that there is a reservation of cognitive resources. The reader is able to focus on comprehension
instead of decoding words. If a reader has to spend too much time and energy figuring out what the words
are , he or she will be unable to concentrate on what the words mean (Coyne, Kame’enui, & Simmons,
2001).
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3. Diagram (no copyright, 3”x3”) Audio An overview of attention
allocation & working memory
in the reading process.
Coach # 1 When it comes to cognitive
principles, working memory
is extremely important.
Coach # 2 Working memory, what is that?
Coach # 3 Working memory allows the
brain to take in information and
create planned responses using
abstract thought’
Text Reading comprehension is predicated upon working memory and automaticity. The chart illustrates how
attention functions in reading comprehension. The non-fluent reader is forced to switch attention from
Size, color: decoding to comprehension because decoding in not automatic. This is a problem because only one task
Black, 12 in. can be done at a time. Therefore, decoding must be automatic. : The ability to translate letters-to-sounds-
font. to-words fluently, effortlessly. LaBerge and Samuels (1974) described the fluent reader as "one whose
decoding process are automatic, requiring no conscious attention" (cited in Juel, 1991, p. 760). Such
capacity enables readers to allocate their attention to the comprehension and meaning of text.
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4. Diagram (no copyright, 3”x3”)
Audio An overview of other
Visual processes that comprised
Memory
System Attention reading comprehension
Semantic
System to
meaning Coach # 1
Episodic Comprehension
Memory
Automatic
Decoding Coach # 2
System
Phonological Processing
Memory
System
Stages Coach # 3
Text As previously stated, reading comprehension is a complex cognitive process. Many people mistaking view
reading as a visual process only. However, reading is much more in-depth In order to decipher meaning
Size, color: from print, the brain must engage in a sundry of processes, which involves automatic processing and higher
Black, 12 in. order cognition.
font.
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5. Chart (No copyright, size: 3”x3”) Audio An overview of reading
fluency and the fluency
Norms for Oral Reading Fluency Grades 2-5 proficiency skill levels
Grade Percentile Fall
WCPM
Winter
WCPM
Spring
WCPM
Coach # 1
75 82 106 124
2 50 53 78 94
25 23 46 65
Coach # 2
75 107 123 142
3 50 79 93 114
25 65 70 87
75 125 133 143
4 50 99 112 118
25 72 89 92
75 126 143 151
5 50
25
105
77
118
93
128
100 Coach # 3
WCPM = words correct per minute
Hasbrouck & Tindal, 1992
Text At each grade level, as indicated by chart, there are expected level of proficiency. For example, at the
second grade level, the average 2nd grader at during the fall semester is expected to read (53) words per
Size, color: minute. By contrast, a student who is reading below (23) words per minute is reading below average.
Black, 12 in. What this suggests is that, for this student, reading fluency is laborious. The goal. Therefore, is to make the
font. process automatic or what is termed fluent.
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6. Audio None
Picture (no copyright, 3”x3”)
Coach # 1
Coach # 2
Coach # 3
Text Reading Comprehension & the Response-to-Intervention Process
Size, color: Now that we have laid the undergirding cognitive theoretical principles of reading fluency, let’s turn our
Black, 12 in. attention to assessing, monitoring, and evaluating the response of a student to reading interventional
font. measures. The first step is to select curriculum based reading material.
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