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*Presented by*Jilene ColemanKelly CottinghamKimberly Anne ElshazlySusan GilchristJune GualDarice LeAnne SheltonRachael WestFluencyFluency is the instantaneous, automatic recognition of words in reading (Richek, 2002).

Samuels defines fluency as the ability to read a text orally with speed, accuracy, expression, and comprehension (2002).The Role of Fluency

A large sight word vocabulary leads to better fluency.Fluency and comprehension are closely related.Students arent spending all their energies with decoding words; therefore, they can spend that energy on understanding what they are reading.While reading, fluency problems lead to pauses, repetitions, and little expression.In order to become more fluent, readers need practice; however, struggling readers often do not want to read.This leads to little development of sight word vocabulary which leads to more struggles with reading.and the cycle continues.National Reading Panel (NRP) Report Identified fluency as one of the six dimensions of readingDescribed as the most neglected reading skillFound a close relationship between fluency and comprehension

NRP Report (cont.)

Looked at two research strandsGuided oral reading procedures, such as repeated readingThe effect of procedures that encourage students to read more, such as DEAR, SSR, Book It, and Accelerated ReaderStrategies for developing Sight words in isolation Choosing Focus WordsHigh-frequency Words/Function WordsWords that are important to your studentsTeaching Sight WordsAssociate Words and MeaningPractice Them OftenRecord Student ProgressSight Word FocusWord CardsWord Collection FileWord SortingWord GamesWord WallsFunction Word MasteryCloze StrategyHighlight Function Word in TextStar Word ApproachReversalsConcentrate on one letter at a timeLetter TracingFlash CardsHighlight/Underline first letter of a confusing wordLet students physically manipulate letters on boardStrategies for Developing FluencyEncourage students to read, read, read!!! Especially easy texts!

Read with pattern books (repeated refrains)Examples of Pattern BooksHutchins, Pat. Good Night OwlCarle, Eric. The Grouchy Lady BugWestcott, N.B. I Know an Old Lady who Swallowed a FlyZolotow, Charlotte. But Not BillyMartin Jr., Bill. Brown Bear, Brown Bear, What Do You See?

Examples of Pattern Books (cont.)Lobel, Arnold. The Rose in my GardenLionni, Leo. A Color of His OwnKent, Jack. The Fat CatKeats, E.J. Over in the MeadowAllen, Pamela. Bertie and the Bear Most, B. If the Dinosaurs Came BackAssisted ReadingAssisted reading is a strategy in which the student and a fluent reader read the material together. It helps develop fluency because:Assisted Reading (cont.)The support of the fluent reader makes reading non-threatening.Supports word recognition so that students can concentrate on meaning.Gives students a model for what reading should look like.Gives students practice with reading in context.

Assisted reading versions

Simultaneous assisted readingthe teacher reads along with the students.Echo readingthe teacher models oral reading and has students imitate.Choral readingA group of students practice orally reading a selection.Partner readingStudents read in pairs, alternation the text.

Versions of assisted reading (cont.)Simultaneous listening readingStudents listen to tape recordings of the material while following along with the book.Neurological Impress MethodThe student and teacher read together orally. The teacher reads loudly at first, then softens as the student gains confidence.Repeated Reading

Repeated reading is a strategy in which a student rereads a selection. As they read, their speed and accuracy increases.

Benefits of Repeated ReadingIt is flexible.It can be adapted for use with groups.

Of the two strategies, Stahl and Kuhn (2002) found that repeated reading did not make an impact on childrens oral reading or comprehension because teachers did not monitor childrens repeated reading accurately.

The National Reading Panel found that guided repeated oral reading has a consistent and positive impact on fluency, word recognition, and comprehension.

Guided is the key!LEA= Language Experience ApproachStudents compose personal stories, and the stories are used for reading instruction.Talk written downCan create captions for wordless picture booksSteps to a Language Experience StoryBrainstorm ideas for a story: Shared experiences make good topicsfield trips, science experiments, stories read aloud, etc.Take dictation from studentsRead each word as you write itReread each sentence, pointing to each word as you say it: Have students reread each sentence with you.Reread the entire story with studentsFollow up with language activities: Such as drawing pictures to go with the story, writing captions to go with the story written.

Readers WorkshopPurpose: To promote fluency and to provide an occasion to promote the love of reading and to learn about texts in various waysOne way of organizing a balanced literacy program

Structure of Readers WorkshopMini-lesson (5-10 minutes)Independent reading (20-25 minutes)Sharing (10-15 minutes)The Mini-lessonThe teacher reads a book or part of a book that illustrates the topicEncourage students to consider that topic during readingEx. of mini-lessons: Reading strategies, choosing books, noticing interesting words, comparing characters, finding the point of view, and how the setting affects the storyIndependent ReadingPurpose of reading is set during mini-lessonStudents select leveled booksDuring this time, students may be responding in journals or having a conference with the teacher

SharingAn opportunity for students to share how they applied a concept introduced during a mini-lessonStudents may share response journal entries Can share with a partner or in groups

Readers Theatre An excellent way to bring repeated reading into the classroom in a fun and engaging way.Increases fluency Fluency has a profound effect on comprehension.Gives a purpose for rereading Very motivational Increases students self-confidenceSince the main reason for reading is to gain meaning, which is comprehension, Readers Theatre seems like a great choice for the classroom.

Example of Readers TheatreClever Lucy

Disabilities and ReadingVisually-impaired students learn to read just like their sighted peers.

Generally visually impaired students are slower readers.Fluency is greatly stressed and practiced.Fluency strategies are implemented as much as they can be, unless it is not possible. Then, strategies are memorized or accommodations are made. Ex. Bookmarks cannot be used because the Braille takes up too much room. The strategy is taught and memorized or a strategy chart is made.Strategies used in a visually-impaired classroomGuided readingRepeated readingTactual hintsOther strategies for students with disabilitiesColored-overlays (Autism, Dyslexia and LD)Phonics phones (ADHD and Autism)Assessing fluencyListening to students read.Does the student read in a choppy manner?Does the student read in a monotone voice?Does the student read too fast?Example of Choppy reading

Example of monotone reading

Example of reading too fast

Example of fluent reading

Determine the rate at which a student reads.Time a student reading a passage. After the student finishes, multiply the number of words read by 60 and divide by the number of seconds the student took to read. This will give the number of words per minute (WPM) the student is reading. Remember that different materials will be read at different rates.Give a timed word list assessment test.This test is used to determine automaticity of sight word recognition.Usually used in combination with an informal reading inventory.

Additional Assessments(suggested by the NRP)Informal Reading InventoryMiscue AnalysisRunning RecordsRelated Websites(Developing Reading Fluency)http://www.auburn.edu/~murraba/fluency.html(Reading Fluency Norms)http://www.readnaturally.com/rationale-fluencynorms.htm(Child Reading Directory)http://child-reading-tips.com/Reading-Fluency-Instruction-Research.htmRelated Websites (cont.)http://loiswalker.com/catalog/guidesamples.htmlhttp://www.ciera.org/library/reports/inquiry-2/ www.balancedreading.com/fluency.html ReferencesHitchcock, C.H., Prater, M.A., & Dowrick, P.W. (2004). Reading comprehension and fluency: Examining the effects of tutoring and video self-modeling on first-grade students with reading difficulties. Learning Disability Quarterly, 27, 89-103.Taylor, B., Pearson, D., Peterson, D., & Rodriquez, M. (2003). Reading growth in high poverty classrooms: The influence of teacher practices that encourage cognitive engagement in literacy learning. The Elementary School Journal, 104 (1). Worthy, J., & Broaddus, K. (2001/2002). Fluency beyond the primary grades: From group performance to silent, independent reading. The Reading Teacher, 55 (4). References (cont.)Worthy, J., & Prater, K. (2002). I thought about it all night: Readers theater for reading fluency and motivation. The Reading Teacher, 56 (3), 294-297. Stahl, S., & Kuhn, M. (2002). Making it sound like language: Developing fluency. The Reading Teacher, 55 (6), 582-586. Martinez, M., Roser, N., & Strecker, S. (1999). I never thought I could be a star: A Readers Theatre ticket to fluency. The Reading Teacher, 52 (4), 326-334.National Reading Panel (2000). Report of the national reading panel: Teaching children to read. Bethesda, MD: National Institute of Child Health and Human Development