Download - Fluency 02
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The neglected reading goalAdapted from materials of
Drs. Joan Erickson and Guy Trainin
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` Fluency is the ability to read:
accurately
quickly
smoothly naturally
expressively
in syntactical units
with phrasing
` It is the ability to read that appears fairly automaticand effortless.
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` Fluent readers are better able to devote theirattention to comprehending text LaBerge and Samuels, 1974 National Reading Panel, 2000
` Students who experience reading difficulties areoften dis-fluent Johns and Berglund, 2002 National Reading Panel, 2000
Pinnell et al., 1995
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` When we become fluent at a particular task, we
can devote our attention to other related task. In
the case of fluency, once we become more
automatic readers, we can devote our attention tocomprehension.
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` Educators believe that word recognition naturally
lead to fluent reading.
` Teachers received little (if any) training in the topic
of fluency.` There isnt a clear concept of what fluency is.
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` Fluency instruction begins when students canread connected text with 90% or better accuracy(usually by the middle of first grade)
` If a student misses more than 10% of the wordsin a passage, then the material is too difficult touse for instruction
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` One Minute Reading
Example:
If a student reads66 words and has 8
errors, the student
reads 58 words
correct per minute
Always encourage students to do their bestreading and not their fastest reading
Total Numberof Words Read
-Number of Errors
Words Correct
Per Minute (wcpm)
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*Forman & Saunders, 1998
**Hasbrouck and Tindal, 1992)
Fall Winter Spring
First Grade* 37-76 42-90 56-105
Second Grade** 53-82 78-106 94-124
Third Grade** 79-107 93-123 114-142
Fourth Grade** 99-125 112-133 118-143
Fifth Grade** 105-126 118-143 128-151
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` Student recognizes most of the words
automatically
` Little or no attention is required to identify words
` Some miscues will occur Mispronunciations
Omissions
Insertions
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49 51 = (.96) 96% (Independent level)
Correctnumber ofwords read
Total
number ofwords read
=Percentaccuracy
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` develop instant, efficient word
recognition (automaticity)
` practice repeated reading of texts
` receive feedback and guidance from
othersJohns and Berglund, 2002
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` Match students reading abilities to appropriate
materials
` Model oral reading
` Provide guided oral reading opportunities
` Offer daily opportunities for students to read
easy materials independently
Johns and Berglund, 2002
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` High Frequency Words
` Readers Theater
` Echo and Choral Reading
` Phrase Boundaries
` Paired Reading
` Repeated Reading
`
Computer Based/Tape Assisted Reading
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` Some students have developed accurate wordpronunciation skills but read slowly
` Decoding is not automatic or fluent, and theirlimited fluency may affect performance
They read less text than peers and have lesstime to remember, review, or comprehend thetext
They expend more cognitive energy than peerstrying to identify individual words
They may be less able to retain text in theirmemories and less likely to integrate thosesegments with other parts of the text
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Fluency instruction for ELL students
involves:
x listening to models
x repeated readings
x choral reading
x partner reading
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Students with disabilities benefit from:
repeated reading practice, especially inexpository or informational texts
more time on task
paired reading and rereading
additional feedback and progressmonitoring
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` The authors reviewed studies that tried improve the
fluency of struggling readers. They found that:(a) fluency instruction is generally effective, although it is
unclear whether this is because of specific instructionalfeatures or because it involves children in readingincreased amounts of text;
(b) assisted approaches seem to be more effective thanunassisted approaches;
(c) repetitive approaches do not seem to hold a clearadvantage over non-repetitive approaches; and
(d) effective fluency instruction moves beyond automatic
word recognition to include rhythm and expression, orwhat linguists refer to as theprosodic features oflanguage.