Building Fluency: Do It Well and Do It Right!
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Transcript of Building Fluency: Do It Well and Do It Right!
Building Fluency:Do It Well and Do It Right!
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From Timothy V. Rasinski: Oral reading can be an enjoyable
experience. Listening to an expressive and meaning-filled
voice can draw students into the magic of reading.
The Fluent Reader, 2006
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Session OutcomesTeachers will:Understand the role of fluency in word
recognition, oral reading, silent reading, and comprehension
Define and identify examples of text at a student’s frustration, instructional, and independent reading levels
Understand the stages of reading development and the consequences of practice and instruction
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Why Fluency?
“44 % of a representative sample of the nation’s fourth graders were low in fluency. (NAEP)”
“Fluency is a neglected skill in many American classrooms, affecting many students’ reading comprehension.”
“It provides a bridge between word recognition and comprehension.”
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Put Reading First 2001, pp. 22-23
What Is Fluency? Speed + Accuracy + Prosody = Fluency Reading quickly and in a meaningful way
(prosody) Decoding and comprehending simultaneously Freedom from word identification problems Fluency is derived from the Latin word fluens
which means “to flow” Smooth and effortless reading
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Automaticity or Fluency?Automaticity: Fast, effortless word recognition without
expression
Fluency: The ability to read accurately, quickly and
with appropriate intonation and expression
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Put Reading First 2001, p. 22
Runny Mets Guddy
Runny Babbit mot all guddy.Makin’ puddy mies.His wamma mashed him with the clothesAnd hung him out to dry.Toe Jurtle said, “What are you doin’So high agrove the bound?”Runny Babbit sinned and graid,“I’m just rangin’ hound.”
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Indicators of Fluency
Words per minute
Reading with expression
Recall/Retelling
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Some Factors That Inhibit Fluency... Unfamiliarity with text
Limited vocabulary
Difficulty with syntax
Decoding breakdown
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Assessing Reading FluencyFormally and informally
Timed grade-level passages (100 – 200 words)
Accuracy and speed
Monitoring progress
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Assessing FluencySelect a grade-level passage
Student reads for one minute
Compute the number of words read in one minute
Count the number of errors
Subtract the number of errors from the number of words read
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What Skills Do Students Need To Be Fluent?
Decoding skills
Comprehension skills
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Decoding Component
Deep orthographic knowledge:An understanding of the patterns of language
Practice with words and phrases
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Comprehension ComponentAbility to combine textual information with personal knowledge and experience
An understanding of how punctuation works within text
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When the reader focuses all of his/her attention on word recognition, it drains cognitive resources, and thereby leaves little room for comprehension
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Dysfluency
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Oral Words Per Minute (WPM)
Grade 1 Grade 2 Grade 3 Grade 4
53-82 WPM
89-117 WPM
107-137 WPM
123-152 WPM
82-110 117-142 137-162 152-180
Oral
Silent
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Oral Words Per Minute (WPM)
Grade 5 Grade 6 Grade 7
139-168 WPM
150-177 WPM
150-177 WPM
168-194 WPM
177-204 WPM
177-202 WPM
Taylor, Harris, Pearson & Garcia, 1995
Oral
Silent
What Do I Do for Students Who Do Not Reach Fluency Targets?
Determine whether the problem is accuracy or fluency• Look for possible patterns:
o More than 1 error every 10 words indicates a need to look at accuracy
o Few errors but low rate - work on fluencyo Rates less than 30–40 wpm typically indicate a need
for word recognition instruction
• If students are not firm on word recognition skills, focusing on increasing speed will be counter-productive
21Simmons & Kame’enui 1998
Rapid Naming
Onset
Phonemes
Nonsense Words
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/l/ /e/ /t/ /p/ /a/ /ss/ /o/ /k/ /s/ /s/ /ai/
Which picture begins with ‘gl’?Which picture begins with ‘s’?What sound does ‘lamb’ begin
with?
sim lut poc tobhef vog mid fub
DIBELS - Univ. of Oregon
Short Vowels
A
E
I
O
U
Long A
a__e
ai
___ay
a
eigh
Long E
e
ea
ee
e___e
___y
Long I
i
i___e
ie
igh
___y
/oi/
oi
Oy
/OO/
oo
ew
ue
ou
Long U
u
u__e
Long O
o
o___e
oo
ow
Sample Vowel Patterns
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Word Recognition Instruction Identify word recognition error types
Provide systematic word recognition instruction on specific skills
Pre-teach word types in the text prior to reading
Structure time for student to practice the text with a peer, adult, or tape
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High Frequency Word Instruction
High frequency/sight words: is, be, to, us, am, in
High frequency phrases: •by the dog•for the day •on the bed•over the top
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Reading Decodable Text and Phrases
The bad cat
The bad cat sat
The mad cat sat
The mad cat’s hat
The sad cat’s black hat
The black cat’s sad dad
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Fluency and Beginning Readers Rapid naming
Explicit phonics instruction
Sight word practice
Rebus books
Decodable text
Teacher modeling27
If the Problem Is Fluency...
Students who read significantly below fluency targets will require:
Fluency instruction and modeling
Daily fluency practice
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Teacher Instruction and ModelingRead aloud
Think aloud
Echo reading: Let’s practice!
Choral reading: Let’s practice!
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ProsodyTeacher reads the text with and
without prosody
Students analyze text for clues to prosody
Students add “signals” to text
Students practice reading
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How To Build Reading FluencyDaily practice
Timed repeated readings
Set goals
Graph fluency progress
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Identifying Appropriate TextIndependent reading level:
95% accuracyMisread one of every 20 words
50–200 words
Various genres
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Put Reading First 2001, p. 27
Repeated Readings Read the same passage several times until the
desired rate is reached Keep reading at the same level until the same
rate is reached (three times), then move on to a new level and repeat procedure
Do daily Perform at least 3-4 repetitions of the text
each day Read with a partner Graph progress
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Repeated Readings (RR)Assisted RR (student or adult):
Child and fluent reader read aloud together
Fluent reader pushes finger along rapidlyChoral RR:
Child listens to fluent reader, then reads passage together
Tape-assisted: Listen to the tape Read with the tape
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Put Reading First 2001, pp. 27-28
Partner ReadingChildren read in pairs
One child reads the text three times
The other child reviews errors and then rates the reader on fluency after the third reading
The children reverse roles
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Koskinen & Blum 1986, pp. 70-75
Organizing Repeated ReadingStudent fluency folders:
GraphsLaminated textColor coded
Structures and routines:Teach routines and expectationsWhere to get materials
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Graphing Fluency
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Fluency Work Station
Why Repeated Reading? Fluency rate increases with each reading
Word recognition errors drop
Improves rate on the next passage
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Let’s Model:Practice repeated reading
Use the text provided
Graph the rate for three readings
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In Closing: Let’s apply what we’ve learned!With a partner …
Imagine a student that you are working with is struggling with reading fluency
Select two or three instructional strategies that you learned today that would be helpful in improving the student’s fluency
What else would you do?
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