Oral Reading Fluency Research
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Oral Reading Fluency Research : ED 520: Implementing Solutions for School-wide Effective Reading Instruction. American College of Education, November 2, 2012. To be presented at PEAK Teachers Conference, Kuwait, December 8, 2012.
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Oral Reading Fluency Research
- 1. Tim Irish Elementary Curriculum Coordinator Universal American School, Kuwait ED 520 Strengthening Literacy: Implementing Solutions for School-wide Effective Reading Instruction American College of Education November 2, 2012
- 2. • Fluency is broken into three component parts: accuracy, automaticity and prosody. • Mastery of the previous component supports development of the next component. • Students who read with higher levels of automaticity demonstrate higher levels of comprehension. • There is a strong correlation between ORF and reading achievement. Kuhn, Schwanenflugel and Meisinger, 2010; Rasinski, 2000; Stahl & Heubach, 2005.
- 5. “Reading authorities have condemned the practice of having children taking turns reading aloud while everyone in the class follows along.” Shanahan, 2006 Shanahan also cautions against the use of Readers’ Theater because students can end up waiting too long for their part. Choral reading, echo reading, and repeated reading are more effective. National Reading Panel, 2000; Stallings, 1980; Shanahan, 2006
- 6. Although one emphasis of fluency instruction is automaticity, teachers must be careful for students to perceive that reading is a “race” to read faster. Kuhn and Schwanenflugel (2008) Instructional focus needs to support prosody, so students can use phrasing and inflection to support understanding of the printed word. (Hudson, Lane & Pullen 2005; Kuhn & Stahl, 2003; Rasinski, 2005).
- 7. • Increase opportunities to hear native language reading to model appropriated syntax, pronunciation, inflection and phrasing (prosody). • Increase reading to an adult with corrective feedback on word errors. (Han & Chen, 2010)
- 8. Include pre-reading activities that access prior knowledge and vocabulary. Allow for repeated reading of challenging texts. (Han & Chen, 2010)
- 10. By reading the same story or text to reach performance level… • Students can slow down and learn to hear the words in their head. • Take time to develop the phasing and rhythm required to comprehend the text • Transfer fluency and comprehension skills to new text. (Rasinski, 2004; Stahl & Heubach, 2005; Turner, 2010).
- 11. Fluency Oriented Instruction (FORI) is a whole group instructional approach emphasizing repeated readings of the same text throughout a school week. The FORI model allows teacher to model and promote prosodic reading while encouraging higher percentages of time on task than round- robin models. Stahl & Heubach, 2005; Turner, 2010.
- 12. Pre-reading activities: Set goals Introduce class choral reading Vocabulary Model reading Build background knowledge Modeling through Echo Reading Students select and practice poems.
- 13. Review Echo Reading from Day 1 Introduce and review assessment rubric Model how to run an effective rehearsal Small group rehearsal
- 14. Extend echo reading with longer passages Vocabulary / Writing / Comprehension Independent and group work. Provide Additional support as needed Practice at home
- 15. Mini-lesson on context clues: “Nuance” Vocabulary / Writing / Comprehension Student groups assess with rubric. Additional Practice at support as home needed
- 17. • Content may also include non-fiction reading and oral reports. • Avoid long performances: Children do not need to perform for everyone, nor see every performance. • Plan instructional support options for struggling readers. • Intervention time and intensity is variable depending on individual student need.
- 19. References Daughery Stahl, K.A. (2005). Improving the asphalt of reading instruction: A tribute to the work of Steven A. Stahl. The Reading Teacher, 59(2), 184-192. http://search.proquest.com/docview/ 203285206?accountid=31683 Han, Z.H. & Chen, C.A. (2010). Repeated-reading-based instructional strategy and vocabulary acquisition: A case study of a heritage speaker of Chinese. Reading in a Foreign Language , 22(2), 242–262. ISSN 1539-0578 Hofstadter-Duke,K.L. & Daly, E.J. (2011). Improving oral reading fluency with a peer mediated intervention. Journal of Applied Behavioral Analysis, 44(3), 641-646. http://search.proquest.com/docview/896736015?accountid=31683 Hudson, R.F., Lane, H.B. & Pullen, P.C. (2005). Reading fluency assessment and instruction: What, why, and how? The Reading Teacher, 58(8), 702-714. doi:10.1598/RT.58.8.1 Kuhn, M. R.. & Steven A. Stahl, S.A. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95(1), 3-21. DOI: 10.1037/0022-0663.95.1.3
- 20. References Kuhn, M. (2004). Helping students become accurate, expressive readers: Fluency instruction for small groups. The Reading Teacher, 58(4), 338-344. http://search.proquest.com/docview/203278324?accountid=31683 Kuhn, M. R, Schwanenflugel, P.J & Meisinger, E. B (2010). Aligning theory and assessment of reading fluency: Automaticity, prosody, and definitions of fluency. Reading Research Quarterly, 45(2 ), 230-251. http://search.proquest.com/docview/212134977?accountid=31683 Kuhn, M. & Schwanenflugel, P. (2008). All oral reading practice is not equal or how can I integrate fluency into my classroom? Literacy Teaching and Learning, 20(1), 1-20. Linan-Thompson, S., Vaughn, S.,Parker, K. and Cirino,P.T. (2006). The response to intervention of English language learners at risk for reading problems. Journal of learning Disabilities, 39(5), 390-398. http://search.proquest.com/docview/194223081?accountid=31683 Mesner, E . M. & Mesner, H.A. (2008). Response to Intervention (RTI): What Teachers of Reading Need to Know. The Reading Teacher, 62(4), 280-290. http://search.proquest.com/docview/203285921?accountid=31683
- 21. References Rasinski,T. (2000). Speed does matter in reading. The Reading Teacher, 54(2), 146– 151. http://www.pbs.org/teacherline/courses/rdla150/docs/ c1s3_10speeddoesmatter.pdf Rasinski, T. (2004). What research says about reading: Creating fluent readers. Educational Leadership, 61(6), 46-51. EJ 716702 Shanahan, T. (2006). The national reading report: Practical advice for teachers. Napervile: Learning Point Associates. Stahl, S. A., & Heubach, K. (2005). Fluency-oriented reading instruction. Journal of Literacy Research, 37(1), 25-60. ISSN:1086-296X Turner, F.D. (2010). Evaluating the effectiveness of fluency-oriented reading instruction with increasing Black and Latino reading fluency, as compared to Asian and White second-grade students reading fluency. The Journal of Negro Education, 79(2), 112- 124. ISSN: 00222984
Editor's Notes
- In order for students to apply sufficient mental energy to their construction of meaning from text, young readers require sufficient exposure to text to move through the stages of accuracy and automaticity to reach the stage of prosody, when they can use phrasing and inflection to support understanding of the printed word. (Hudson, Lane & Pullen 2005; Kuhn & Stahl, 2003; Rasinski, 2005).
- Between 1937 and 1991, when he died aged 87, Dr.Suess published more than 40 books, which have sold half a billion copies between them - more even than J K Rowling's Harry Potter books.Dr. Seuss has been credited with killing off "Dick and Jane", the sterile heroes of older children's books, replacing them with clever rhymes, plot twists and rebellious heroes who do the unexpected. The Cat in the Hat was commissioned following publication in 1955 of an influential book, Why Johnny Can't Read, which said children were being held back by boring books. An article under the same name in Life magazine called for more imaginative illustration, and named Dr. Seuss as a good example of what could be done. Now one in four American children receive Dr. Seuss as their first book.http://news.bbc.co.uk/2/hi/europe/3523393.stm
- Ruth Hanna McCormick (U. S. congress woman) sitting with a group of children at a table covered with books in a room. 1929. Credit: Chicago Daily News negatives collection, DN-0003451. Courtesy of the Chicago Historical Society.
- Only the reader appears to gain any benefit while the listeners learn nothing. Studies suggest that much of the time devoted to round-robin (or popcorn) reading is wasted in terms of student learning.
- Children looking at picture books at school, Santa Clara, Utah. Credit: Library of Congress, Prints & Photographs Division, FSA-OWI Collection, [reproduction number, e.g., LC-USF35-1326]. Russell Lee, 1940.
- English: CAMP SHAHEEN, Afghanistan (Oct. 3, 2010) Lt. Matthew Marcinkiewicz practices reading English with children of soldiers from the Afghan National Army. Marcinkiewicz is deployed to Afghanistan for seven months from Yokosuka Naval Base, Japan, as part of the NATO Training Mission-Afghanistan Medical Embedded Training Team to assist in the development and training of his Afghan counterparts at the 209th Corps Regional Hospital. (U.S. Navy photo by Sandra Arnold/Released)Research on fluency for second language learners is limited, but the research that has been done suggests the following instructional approaches.
- Progress monitoring that allows students to be involved in setting and achieving goals.
- Pre-reading activities: Teacher introduces the concept of prosody: good readers read not only automatically, but with expression and phrasing. Reading with prosody helps the reader understand what the writing is about. The best way to get really good at prosody is to read the same story, poem, or text many times. Teacher shares a group poem, reading it with various levels of prosody so children get a sense of the goal. The class rehearses the poem using echo-reading: teacher reads the line, then the class repeats from memory.Students are given sets of three poems each and asked to read each one, then chose one that they would like to practice and perform on their own, for the teacher.
- Echo reading warm-up / review, but this time students are given a copy of the poem. The teacher introduces the oral poetry rubric and familiarizes the students, going over vocabulary within the rubric, then gives various levels of performance for the children to rate.The teacher suggests that beyond the individual poems, class will be working on preparing a poetry performance for a given audience (parents, another class, or in-class performance) – but for that, we are going to have to practice a lot! The teacher models effective group rehearsal.Students are paired in pre-assigned small groups or pairs to rehearse poems that match the group and student ability levels.
- Class choral reading or longer passages of echo reading. Mini-lesson on how intonation and pitch can change the interpretation of characters and setting in poetry. Students are asked to rehearse two versions of their poem to show how their voice can change the interpretation.Students rehearse group poems and individual poems. Teacher circulates and meets with small groups according to need.Homework includes having an experienced reader read the text with the child.
- Mini lesson on using context clues to determine the nuance of vocabulary word meaning within the context of poetry. Students work on finding and defining words in their selected poems.Students are set up in triad groups, so that each group performs for once, then listens to two group performances. Rubric is reviewed and groups self assess their progress.Continued reading at home for students who need additional practice to develop prosody.
- Morning rehearsals focus on the finer points of oral presentation, organization, props, etc. Whole class choral reading and small group poems are polished for “dress rehearsal. Poetry Jam performances scheduled in the afternoon.Continued options for literacy activities: illustrations, word work, vocabulary development, writing.