1. Reading Fluency: A Discussion of
the Qualms of a Fluent Reader
Kaylin Griham
Selena Jordan
Remona Moore
2. What’s known about reading
fluency?
It’s well developed word recognition
It’s a critical component of skilled reading
It’s often neglected in the classroom
It’s developed from reading
Two methods are agreed on
Student reading with directed feedback
Self-selected independent reading time
Fluency can be developed in the
classroom.
4. Teacher’s Role in the process
Teachers have a great role in helping students
with fluency through:
Guided oral reading with feedback
Shared reading
Peer reading
Repetition
Readers theater
The use of songs and lyrics
These are just some examples teachers can
use.
5. Is reading fluency important?
Yes, but it’s not the only one essential
component in measuring overall reading
abilities.
Students need to have guided instruction
to help them with their reading fluency.
Finding fun and functional ways to reach
our older students is key to helping them
become fluent readers.
Finding what works for them.
6. What works, what doesn’t
Repeated reading of passages increases
fluency.
Reading something more than 4 times shows it
to become less significant
Corrective feedback improves fluency. Some
feel that this helps more than independent
reading.
Young people are motivated by music.
Some computer programs have shown to help
students reading fluency in the classroom.
7. Key Intervention Elements for
Teachers!
Make sure students posses the necessary
skills needed.
Havingthe key people needed to help
students.
Follow the same schedule for consistency.
Remember student need you!
8. The Big Idea
Students need to have many
opportunities to work on fluency for them
to become fluent readers. It is a key
compliant in teaching but not the only
important one for overall reading skills. For
years teachers have left it out but have
shifted to making it the most important
element. There has to be an over all
balance of all the elements with fluency
being one of them.
9. Selena says…
Allarticles were found using Education
Research Complete
Subjects range from fluency and the ESL
student to learning disabilities
10. Trends in Past Research
There
were two main points that were
common:
Motivation and confidence to promote
fluency
Use of a variety of instruction
11. Trends in Current Research
The common thread that will promote
excellence in fluency is the educator taking
an active role by providing engaging
instruction.
13. Conclusion NRP 1999 vs 2000
Positive findings were made in the research
studies used in both the 1999 and 2000 reports
presented by the National Reading Panel. Both
studies determined that reading practice was a
strong determining factor in a student’s fluency
and comprehension levels. The 1999 report
identified over three hundred studies that
analyzed the effects of guided oral reading as
effective instructional practices for fluency
instruction.
14. Conclusion NRP 1999 vs 2000
However, only 16 studies met the research
criteria. Within the 2000 report, the panel
examined 51 studies that focused on
reading fluency instruction. The studies
determined a strong correlation that
teaching reading fluency would improve
overall reading achievement. The analysis
also determined that fluency instruction
strengthens student’s decoding and word
recognition.
15. Conclusion NRP 1999 vs 2000
Research used in the 1999 report focused on
independent silent reading. The studies
indicated that independent silent reading was
not a tool for assessing reading fluency due to
the findings that silent reading does not provide
students with specific feedback. Also, studies
using silent reading did not actually assess
fluency. Comprehension and changes in
vocabulary were the main focus of the
research.
16. Conclusion NRP 1999 vs 2000
The 2000 report states “quality fluency
instruction must include oral readings as
opposed to silent readings”. Providing
specific feedback was determined to be
an essential feature for student fluency
growth within the studies used in the 2000
report. Finally, the 2000 report includes the
use of technology as a tool in supporting
student’s fluency improvements
