8/9/2019 Fluency 02

1/17

The neglected reading goalAdapted from materials of

Drs. Joan Erickson and Guy Trainin

8/9/2019 Fluency 02

2/17

` 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.

8/9/2019 Fluency 02

3/17

` 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

8/9/2019 Fluency 02

4/17

` 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.

8/9/2019 Fluency 02

5/17

` 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.

8/9/2019 Fluency 02

6/17

` 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

8/9/2019 Fluency 02

7/17

` 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)

8/9/2019 Fluency 02

8/17

*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

8/9/2019 Fluency 02

9/17

` Student recognizes most of the words

automatically

` Little or no attention is required to identify words

` Some miscues will occur Mispronunciations

Omissions

Insertions

8/9/2019 Fluency 02

10/17

49 51 = (.96) 96% (Independent level)

Correctnumber ofwords read

Total

number ofwords read

=Percentaccuracy

8/9/2019 Fluency 02

11/17

` develop instant, efficient word

recognition (automaticity)

` practice repeated reading of texts

` receive feedback and guidance from

othersJohns and Berglund, 2002

8/9/2019 Fluency 02

12/17

` 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

8/9/2019 Fluency 02

13/17

` High Frequency Words

` Readers Theater

` Echo and Choral Reading

` Phrase Boundaries

` Paired Reading

` Repeated Reading

`

Computer Based/Tape Assisted Reading

8/9/2019 Fluency 02

14/17

` 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

8/9/2019 Fluency 02

15/17

Fluency instruction for ELL students

involves:

x listening to models

x repeated readings

x choral reading

x partner reading

8/9/2019 Fluency 02

16/17

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

8/9/2019 Fluency 02

17/17

` 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.