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Reading fluency
- 1. Prosody- read wi Automaticity ineffectiveness of round-robin reading
- 2. Fluency “Reading textwith speed, accuracy, and proper expression”- The National Reading Panel Alayna Bishop, Nicole Short, Jessica Dinsmore, and Lauren Bretti
- 3. Tim Rasinski Fluencyis a bridge to comprehension, the more automatic reading becomes, the more one can focus on understanding what they are reading. Automaticity Expressive Accuracy Leads to Comprehension
- 4. The “essentials” ofreading fluently 1. Accuracy in word recognition 2. Model fluent expressive oral reading for students 3. Repeated (practiced) reading od authentic texts 4. Assisted (scaffolded) reading 5. Focus on phrased reading 6. Be sensitive to text difficulty 7. Create synergistic instructional routines (synergistic- when 2 various parts are working together to produce an enhanced result
- 6. Michael Opitz “Fluencyis a vehicle for meaningful reading”- Michael Opitz from A Focus On Fluency
- 7. Strategies for Fluency ● Students need to develop fluency consciousness ● Repeated Reading ● Reading Support ● Leveled Text
- 8. Jay Samuels Silent-Reading-increases word recognition Repeated-reading- boosts confidence Speed Reading- timed reading should be used to monitor progress but should never be used as the primary goal.
- 9. The History ofReading Fluency 1886 William Mackeen Cattell discovered word-recognition became automatic
- 11. 1899 The Historyof Reading Fluency Oral Reading Oral Reading was seen as the goal in education. Students were expected to read well orally. Comprehension was not emphasized.
- 12. 1925 The Historyof Reading Fluency Classrooms shifted away from focusing on oral reading, and shifted toward word-understanding as the main goal. Students were encouraged to focus on understanding what they read instead of reading it well
- 13. 1935 The Historyof Reading Fluency Silent-Reading became the typical instruction method because it increased reading-speed and comprehension
- 14. 1974 The Historyof Reading Fluency Reading Automaticity- the idea that reading eventually becomes automatic to the fluent reader after much practice and repetition *Laberge and Samuels
- 15. 1980 A pushtowards the idea of word-processing and word-decoding. A good reader could decode a word much faster than a poor reader. *Stanovich The History of Reading Fluency
- 16. 1994 Repeated Readingand modeling became the primary basis of fluency instruction. Students were exposed to good fluency as well as expected to practice fluency through repeated reading. *Samuels The History of Reading Fluency
- 17. 1995 Good oralfluency was linked to better reading comprehension. A push was made to practice oral reading along with reading comprehension. *Pinnel The History of Reading Fluency
- 18. The History ofReading Fluency 2000-Present Reading Fluency has been defined as a multidimensional process. It involves reading at a steady pace, reading with word emphasis, word-recognition, and comprehension. *Rasinski
- 19. Fluency in EmergentReaders ● Aspiring readers are just beginning to grasp the basic concepts of book and print. They will know the alphabet and are acquiring the ability to recognize and name upper and lowercase letters. ● Early Emergent readers are beginning to learn sound/symbol relationships ● They will know a very small amount of sight words (less than 20), know the alphabet and some of the sounds the letters make. (This amount also varies from child to child). ● They will most likely know very few decoding strategies.
- 20. Fluency in EmergentReaders ● Children become readers by watching and experimenting ● Convey an explicit goal, so they know we are shooting to become a fluent reader. It is easy to lose sight of the big picture when you are learning new skills, so reminding students that we want to become fluent readers will help to keep a good goal in the back of their mind. ● Use repeated reading to help build fluency. Reading a text many times helps children to be able to concentrate more on fluency rather than recognizing letters and sounding out words. They will most likely have memorized the basic storyline and much of the text, therefore, they can focus on reading smoothly, quickly, and with emotion. Echoing the teacher reading is another strategy.
- 21. Fluency in EmergentReaders Books at this level have: ● Strong picture support ● Encourage sight word recognition ● Repetitive patterns ● Repeated vocabulary ● Natural, common language ● Large print ● Wide letter spacing ● Familiar concepts ● Limited text on a page… 3-4 on a page When reading with an emergent reader: ● Model finger-point reading. That means to follow the words with your finger from left to right as you read them. As your emergent reader starts to read, they will learn to do the same thing. ● Encourage "reading" or "pretend reading." This reading from memory provides practice with retelling and practice navigating books correctly. ● Talk about the story. When your child is finished with a book, be sure to talk about what happened in the story, and maybe "re-read" favorite parts. Talk about any interesting words or new concepts. ● Let them know how proud you are! By sharing a book with a child, you're sharing the joys and excitement of reading.
- 22. Fluency in BeginningReaders ● Focus on word-recognition ● Word-Analysis ● Avoid a focus on speed ● Frequent modeling needed
- 23. Fluency in theFluent Reader
- 24. Fluency in theELL reader
- 25. Instruction Techniques to improve fluency
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Editor's Notes
- #4 http://www.education.com/reference/article/fluency-defined/
- #8 Fluency Consciousness- students need to be aware of what good reading sounds like Repeated reading- Students need to be comfortable enough with a text to take risks and develop fluency. Reading support- students need to hear what reading fluently sounds like and be able to practice, repeat reading, reader’s theatre, etc Leveled text- students need a text they are comfortable with. If it is too hard, they cannot focus on fluency, if it is too easy, they are unable to grow http://forms.hmhco.com/assets/pdf/literacy-by-design/a_focus_on_fluency.pdf
- #12 Mguffey Reader
- #13 Diary of Virginia Woolfe, Augusta Bronner