fluency presentation

©2002 UT System/TEA Effective Fluency Instruction and Progress Monitoring 1

ReadingFluency

ß What is reading fluency?

ß Why is fluency important?

ß What instruction helps studentsdevelop fluency?

ß How can we adapt instruction forstudents with special needs?

ß How can we monitor students’progress in fluency?


Fluency

Fluency: reading quickly, accurately,and with expression

ß Combines rate and accuracy

ß Requires automaticity

ß Includes reading with prosody

Rate

+ Accuracy

Fluency

Comprehension


Automaticity

Automaticity:

ß Is quick, accurate recognition ofletters and words

ß Frees cognitive resources toprocess meaning

ß Is achieved through correctedpractice


FluentReading . . .

What does fluent readingsound like?

Fluent reading flows. Itsounds smooth, withnatural pauses.


Why IsReadingFluency

Important?

ß “Fluency provides a bridgebetween word recognition andcomprehension.”

—National Institute for Literacy (NIFL), 2001, p. 22

ß Fluent readers are able to focustheir attention on understandingtext.

ß Because non-fluent readersfocus much of their attention onfiguring out words, they haveless attention to devote tocomprehension.


WhatStudentsNeed toLearn

How WeTeach It

ß How to decode words (in isolation and inconnected text)

ß How to automatically recognize words(accurately and quickly with little attentionor effort)

ß How to increase speed (or rate) of readingwhile maintaining accuracy

ß Provide opportunities for guided oralrepeated reading that includes support andfeedback from teachers, peers, and/orparents

ß Match reading texts and instruction toindividual students

ß Apply systematic classroom-basedinstructional assessment to monitorstudent progress in both rate and accuracy


ResearchEvidence

Repeated reading procedures thatoffer guidance and feedback areeffective for improving wordrecognition, fluency,comprehension, and overallreading achievement throughGrade 5.

—National Reading Panel, 2000

Students with low fluencybenefit from repeated readingwith a model and reading textthat is “chunked” in words orphrases.


≤1 in 20 words isdifficult

≤1 in 10 words isdifficult

Difficulty with >1 in 10words

95%–100%accuracy

< 90%accuracy

“Typical” first graders read 60 wpm.“Typical” second graders read 70 wpm.“Typical” third graders read 80 wpm.

Fluency andthe TEKS

(TEKS 1.9,2.6, 3.6)

INDEPENDENT-LEVEL

INSTRUCTIONAL-LEVEL

FRUSTRATIONAL-LEVEL

90%–94%accuracy


Steps toProvidingFluency

Instruction

ß Measure students’ fluency

ß Set fluency goals for individualstudents

ß Select appropriate texts forfluency-building instruction

ß Model fluent reading

ß Provide repeated readingopportunities with correctedfeedback

ß Monitor student progress


MeasuringStudents’Fluency

ß Assess fluency regularly andsystematically

ß Use formal or informal measures

ß Establish baseline data

ß Monitor progress


CalculatingReadingFluency

One-Minute Reading

Always encourage students to dotheir best reading.

Example:If a student reads 66 words andhas 8 errors, the student reads 58words correct per minute.

TotalNumber

ofWordsRead

-Number

of

Errors

WordsCorrect

PerMinute(wpm)

=


Practice

—Joyce, J. (1996). The boarding house. In Dubliners (pp. 61-69). New York: Penguin Books.

Mrs. Mooney was a butcher’s daughter. She was 8a woman who was quite able to keep things to herself: 19a determined woman. She had married her father’s 27foreman and opened a butcher’s shop near Spring 35Gardens. But as soon as his father-in-law was dead 44Mr. Mooney began to go to the devil. He drank, 54plundered the till, ran headlong into debt. It was no 64use making him take the pledge: he was sure to 74break out again a few days after. By fighting his 84wife in the presence of customers and by buying 93bad meat he ruined his business. 99

One night he went for his wife with the cleaver 109and she had to sleep in a neighbor’s house. After 119that they lived apart. She went to the priest and 129got a separation from him with care of the children. 139She would give him neither money or food nor 148house-room; and so he was obliged to enlist himself 157as a sheriff’s man. 161


SettingFluencyGoals

Establishing baseline fluencyscores helps determine students’fluency goals.

ß Determine the number ofwords the student needs toimprove each week to reachan end-of-year goal.

ß Set a goal for the student toreach by the middle of theyear.

Recommended weeklyimprovement = 1.5 to 2.0 wpm


Guidelinesfor

DevelopingFluency

ß Begin when studentsdemonstrate requisite skills

ß Select appropriate texts

ß Model fluent reading

ß Provide practice opportunities

Student Data Shows Instructional Decision

Fluency-Related Instructional Decisions

Makes steady progressbut does not meet goals

Meets goals on firstreading

Has difficulty achievinggoals

Continue in same level oftext

Move to higher level of textor raise the fluency goal

Move to lower or easierlevel of text or lower thefluency goal

15©2002 UT System/TEA Effective Fluency Instruction and Progress Monitoring 15


A Closer Lookat Reading

Levels

To determine a student’s readinglevel for a specific text, calculate:

Correct number of words read

÷ Total number of words read

Ex: 48 ÷ 50 = (.96) 96% (Independent level)

Percent accuracy


Repeated Reading

Partner Reading

Computer-Based/Tape-AssistedReading

Pair students to practicerereading text

Students listen, read along, or recordtheir own reading, point to text,subvocalize words, and reread textsindependently

Small groups rehearse and read a playReaders Theatre


Teach ways to provide feedback:

ProvidingFeedback

ß Model

ß Provide guided practice

ß Monitor students


ß Involves pairing studentsto practice rereading text

ß Increases the amount oftime students are readingand can provide a modelof fluent reading

PartnerReading . . .


Adapt partner reading forstruggling readers:

PartnerReading

Adaptations

ß Modify setting

ß Adapt instructional content

ß Modify delivery of instruction

ß Consider requisite abilities

ß Adapt material or use assistivetechnology

ß Consider strategies orinterventions


Computer-Based/Tape-Assisted Reading

Readers Theatre

Repeated-ReadingPractices

ß Models the proper phrasing andspeed of fluent reading

ß Involves small groups of studentsrehearsing and reading a play


MoreFluency-BuildingPractices

ß Actively involves students as theyread in unison

Choral reading

ß Involves reading phrases,clauses, andsentences by parsing, ordividing text into chunks

Chunking


Fluency practice for Englishlanguage learners involves:Consider

Diversity:English

LanguageLearners

ß Listening to models

ß Repeated readings

ß Choral reading

ß Partner reading


ß Repeated reading practice,especially in expository orinformational texts

ß More time on task

ß Paired reading and rereading

ß Additional feedback andprogress monitoring

Students with disabilitiesusually benefit from:

Students withSpecial Needs


MonitoringFluencyProgress

ß Independently readunpracticed text to the teacherand graph their wpm

ß Practice rereading the sametext several times

ß Independently read the textagain to the teacher

ß Graph score in a different color

Students:


WhenStudents

Need FluencyInterventions

ß identify fluency-related skills totarget in instruction

ß set individual goals

ß provide intensive instruction withlots of practice

ß monitor progress


ß Develop instant, efficient wordrecognition (automaticity)

ß Practice repeated reading oftexts

ß Receive feedback and guidancefrom others

Remember . . .

Fluency is increased whenstudents:

fluency presentation

Education

instruction fluency

fluency important

studentsproviding fluency

students fluency goals

measure students fluency

accuracy fluency comprehension

students progress

rate of reading