reading

1. DIRECT FLUENCY
INSTRUCTION FOR
DEVELOPING
INDEPENDENT READERS

2. Objectives:
At the end of the session the participants shall
be able to:
❑define fluency and its critical attributes
❑identify and demonstrate different fluency
building strategies effective for developing
reading fluency.
❑describe the elements that have been most
effective for developing reading fluency.

3. Energizer:
Word Association Chain with
a Cabbage

4. OCEAN

5. TREE

6. SCHOOL

7. Note:
The succeeding slides are taken from the materials
provided during the National Training on Literacy
Instruction on the topic (Direct Fluency Instruction
for Developing Independent Readers)
discussed by Ma. Rita V. Rinoza from SDO –
Dagupan City, Region1

8. Activity I
National Training on Literacy Instruction
Brainstorm what you
know about oral
reading fluency
Fluency
Share with
the group
What does it
mean?
What does it
“look like”?
What does it
“sound like”?

9. • What comes to your mind when you
see and hear the word fluency?
• Describe it. Use simile and
metaphor.
• Fill in the chart:
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What I see What I hear
e.g. as quick as
lightning
e.g. chirping of the
birds

10. ANALYSIS:
1. What did you learn from the activity?
2. What helped you understand the
different concepts?
National Training on Literacy Instruction

12. Importance of Fluency
Fluency is important because it provides a bridge
between word recognition and comprehension (National
Institute of Fluency Literacy (NIFL) 2001). Over 30 years of
research indicates that fluency is one of the critical building
blocks of reading, because fluency development is directly
related to comprehension.
National Training on Literacy Instruction

13. Fluency Bridges the Gap
Phonics
Decoding
Word Recognition
Fluency
Comprehension
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14. Fluency Instruction
Teachers need to:
❖Provide opportunities for guided oral
repeated reading that include support and
feedback from teachers, peers, and parents.
❖Match reading text and instruction to
individual pupil
❖Apply systematic classroom instructional
assessment to monitor students’ progress in
both rate and accuracy
National Training on Literacy Instruction

15. Why Provide Fluency Instruction?
Perfetti (1985) suggests that slow
word reading interferes with automaticity,
and thus impairs reading comprehension.
Research indicates that students who
have reading difficulties have significant
problems in fluency and continue to be
slow readers in adolescence and
adulthood (Shaywitz, 1996)
National Training on Literacy Instruction

16. Why Provide Fluency Instruction?
Fluency instruction maybe the
missing element in reading instruction
for most teachers because most of us
learn to teach reading with a focus on
accuracy and comprehension, few of
us were taught to read quickly,
automatically and with proper
expression.
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17. Note:

18. Steps in Providing Fluency Instruction
• Measure student’s fluency
• Set fluency goals for individual
students
• Select appropriate text for fluency
building instruction
• Model fluent reading
• Provide repeated reading
opportunities with corrected feedback
• Monitor student’s progress
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19. How to help students become
fluent readers?
1. Providing them with models of fluent
reading; then have the students reread
the text on their own.
2. Having students repeatedly read
passages aloud with guidance. The
best strategy for developing reading
fluency is to provide your students with
many opportunities to read the same
passage orally several times.
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20. What students should read?
• Students should practice orally rereading text
that is reasonably easy for them – that is, text
containing mostly words that they know or can
decode easily
• The text your students practice rereading
orally should also be relatively short –
probably 50 to 200 words, depending on the
age of the students.
• Use a variety of reading materials, including
stories, nonfiction and poetry.
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21. Activities that can be used
to teach fluency explicitly
1. Reading with a model reader.
The model reader can be a teacher,
adult or an older student. The model
reader reads the passage first, then the
student reads it. Next the student reads
the passage again as quickly and
accurately as he or she can without speed
reading.
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22. Activities that can be used
to teach fluency explicitly
2. Choral reading
In choral or unison reading, students
read along as a group with the teacher (or
another fluent adult reader). Students
follow along as teacher reads from a book
or from their own copy.
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23. Activities that can be used
to teach fluency explicitly
3. Tape-assisted reading
Students read along in their books as they
hear a fluent reader read the book on an
audiotape. For tape-assisted reading, you need
a book at a student’s independent reading level
and a tape recording of the book read by a
fluent reader.
The important role of the teacher is to
determine that the students are following along
and reading the text while the story is read
aloud.
National Training on Literacy Instruction

24. Activities that can be used
to teach fluency explicitly
4. Readers’ Theater
It is the rehearsing and
performing before an audience of a
dialogue-rich script derived from a
book. Students play characters who
speak lines or a narrator who shares
necessary background information
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25. Activities that can be used
to teach fluency explicitly
5. Partner Reading
Partner reading is a cooperative learning
strategy in which two students work together
to read an assigned text.
Paired students take turns reading aloud
to each other.
For partner reading, more fluent readers
can be paired with less fluent readers.
Children who read at the same level can also
be paired to reread a story that they have
received instruction on during a teacher-
guided part of the lesson.
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27. Application:
After knowing the strong connection of fluency to
comprehension, what then would teaching of fluency be
like? Complete the statement
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Teaching fluency is like
______________________________
Because________________________

28. “So it is with children who learn to
read fluently and well: They begin
to take flight into whole new
worlds as effortlessly as young
birds take to the sky”.
- William James -
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29. THANK YOU!
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