reading fluency marcy stein, ph.d. university of washington, tacoma
TRANSCRIPT
Reading FluencyReading Fluency
Marcy Stein, Ph.D.
University of Washington, Tacoma
OutlineOutline
Fluency Definitions Research Support for Building Fluency Fluency Building: Instructional Methods Fluency Building: Monitoring Fluency Progress Books and Programs References and Websites
Fluency DefinitionsFluency Definitions
Fluency as Assessment
Reading Fluency Interventions
Fluency as AssessmentFluency as Assessment
Curriculum-Based Measurement (CBM) is a set of standard simple, short-duration fluency measures of reading, spelling, written expression, and mathematics computation.
“One-Minute Timings”
Fluency as AssessmentFluency as Assessment
Purpose of CBM: Progress Monitoring Student performance is assessed continuously
during instruction. Decisions are made about whether student progress
is satisfactory or not. DIBELS, AIMSWEB
Defining FluencyDefining Fluency
“Fluency is the ability to read a text quickly, accurately, and with proper expression.”
National Reading Panel, 2000
Defining FluencyDefining Fluency
“Fluency is the ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly in ways that help them gain meaning from what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking.”
Put Reading First, 2001
Defining FluencyDefining Fluency
“Fluency is the ability to read with sufficient ease and accuracy that one can focus attention on the meaning and message of text.”
Adams, 2002
Factors Contributing to FluencyFactors Contributing to Fluency
FLUENCY
AccuracyProsody
ReadingSpeed
Defining AccuracyDefining Accuracy
Independent level (95%-100% accuracy) Instructional level (90%-94% accuracy) Frustration level (<90% accuracy)
Defining Reading SpeedDefining Reading Speed
Words Correct Per Minute (WCPM) Grade-level norms
Set goals. Determine students with high needs.
Norms for Oral Reading Fluency Grades 2-5Norms for Oral Reading Fluency Grades 2-5
Grade Percentile Fall
WCPM
Winter
WCPM
Spring
WCPM
275 82 106 124
50 53 78 94
25 23 46 65
375 107 123 142
50 79 93 114
25 65 70 87
475 125 133 143
50 99 112 118
25 72 89 92
575 126 143 151
50 105 118 128
25 77 93 100
WCPM = words correct per minute
Hasbrouck & Tindal, 1992
Defining ProsodyDefining Prosody
“The compilation of spoken language features that includes stress or emphasis, pitch variations, intonation, reading rate, and pausing.”
Osborn & Lehr, 2003
Research Support for Building FluencyResearch Support for Building Fluency
Fluency and Reading Comprehension
Theory of AutomaticityTheory of Automaticity
More Fluent Readers direct relatively little effort to the act of reading, allowing them to focus active attention on meaning and message.
Less Fluent Readers must direct considerable effort to the act of reading, leaving little attention for reflecting on its meaning and message.
Foorman & Mehta, 2002; Samuels, 2002
Theory of AutomaticityTheory of Automaticity
Less fluent readers need to allocate more resources to decoding.
More fluent readers have more resources available for comprehension.
decoding comprehension
Fluency and Reading ComprehensionFluency and Reading Comprehension
Oral reading fluency was more closely related to reading comprehension (as measured by a standardized test) than to word recognition of words drawn from the oral reading passage.
Fuchs, Fuchs, & Maxwell, 1988
Fluency and Reading ComprehensionFluency and Reading Comprehension
0 0.2 0.4 0.6 0.8 1
Written Retell(Content Words)
Oral Retell(Content Words)
QuestionAnswering
Written Cloze(Synonym)
Oral Cloze(Synonym)
Correct Words PerMinute
SATComprehension
SAT Word Study
NAEP Oral Reading Fluency ScaleNAEP Oral Reading Fluency Scale
Level 4: Reads primarily in larger, meaningful phrase groups. Although some regressions, repetitions, and deviations from text may be present, these do not appear to detract from the overall structure of the story. Preservation of the author's syntax is consistent. Some or most of the story is read with expressive interpretation.
Level 3: Reads primarily in three- or four-word phrase groups. Some smaller groupings may be present. However, the majority of phrasing seems appropriate and preserves the syntax of the author. Little or no expressive interpretation is present.
Level 2: Reads primarily in two-word phrases with some three- or four-word groupings. Some word-by-word reading may be present. Word groupings may seem awkward and unrelated to larger context of sentence or passage.
Level 1: Reads primarily word-by-word. Occasional two-word or three-word phrases may occur-but these are infrequent and/or they do not preserve meaningful syntax.
http://nces.ed.gov/pubs95/web/95762.asp
Source: U.S. Department of Education, National Center for Education Statistics.
Listening to Children Read Aloud, 15. Washington, DC: 1995
NAEP 4th-Grade Oral Reading StudyNAEP 4th-Grade Oral Reading Study
http://nces.ed.gov/pubs95/web/95762.asp
Source: U.S. Department of Education, National Center for Education Statistics.
Listening to Children Read Aloud, 15. Washington, DC: 1995
Nonfluent FluentFluency
Level 1
Fluency
Level 2
Fluency
Level 3
Fluency
Level 4
Percent Accuracy 94 94 96 97
Words per Minute 65 89 126 162
Oral vs. Silent Reading Oral vs. Silent Reading
“Most of the evidence cited to support independent silent reading comes from correlational rather than experimental research.”
National Reading Panel, 2000
Oral vs. Silent Reading Oral vs. Silent Reading
“Of the few experimental studies on the effects of independent reading, most have found small or no gains in reading achievement as a result of such activity.”
Osborn & Lehr, 2003
So… What Works?So… What Works?
Guided, Oral, Repeated Reading
Fluency Building: Instructional MethodsFluency Building: Instructional Methods
Building Reading FluencyBuilding Reading Fluency
Model fluent reading, then have students reread the text on their own.
Provide guided, oral, repeated reading practice. student-adult reading (parent, tutor, paraeducator) partner reading (small group, class-wide) tape-assisted reading computer-assisted reader’s theater
Osborn & Lehr, 2003Put Reading First, 2001
Rasinski, 2003
Guided, Oral, Repeated ReadingGuided, Oral, Repeated Reading
Guided benefits from feedback feedback from peers or adults
Oral student engagement
Repeated• three or more repetitions or to specified criterion• motivating activity
Repeated Reading: Student-AdultRepeated Reading: Student-Adult
Significantly increases reading rate, accuracy, and comprehension
Works with older students as well as elementary children
Fosters fluent word recognition through multiple exposures to words
Repeated Reading: Student-Adult Repeated Reading: Student-Adult
Direct students to reread a relatively short passage (50-200 words) until: a predetermined level of fluency is attained,
or the text has been read 3-5 times.
Repeated Reading: Partner ReadingRepeated Reading: Partner Reading
Before using partner reading for repeated reading, do the following:
1. Designate reading partners.
2. Select appropriate reading materials.
3. Assemble materials.
4. Implement the program.
Step 1:Designate PartnersStep 1:Designate Partners
a. Rank order students according to results of survey-level assessment.
b. Split the list in half to form pairs.
c. Pair top-ranked reader of the higher-performing half with top-ranked reader of the lower-performing half; do the same for the two students who are second on each list and so on until all students are paired.
Step 2:Select Reading Materials Step 2:Select Reading Materials
a. Identify materials appropriate for the lower reader’s instructional reading level (90%-94% accuracy).
b. Have both partners read the same passage from the same material.
c. Have enough materials selected for two new passages per week.
Step 3:Assemble MaterialsStep 3:Assemble Materials
What Teachers Need timing device list of partner pairings description of partner roles
What Students Need reading partner reading material folder
Step 4:Implement Partner ReadingStep 4:Implement Partner Reading
The stronger reader reads aloud; this models fluent reading.
The less fluent reader reads aloud the SAME text for the same length of time.
After both partners have read, one partner asks the other to: identify the sequence of the key ideas. tell the main idea.
Tape-Assisted ReadingTape-Assisted Reading
Purpose: To give students support and a sense of the proper phrasing and speed of fluent reading.
The student: listens to text read at 80-100 wpm by a fluent reader
and follows along by pointing to the text. reads aloud in sync with tape subvocalizing the
words. reads same text independently following repeated
reading procedures.
Computer-Assisted ReadingComputer-Assisted Reading
www.readingassistant.com
Reader’s TheaterReader’s Theater
Use of scripts (plays, poetry, expository text) No costumes, props, or scenery Multiple opportunities for meaningful practice
Reader’s Theater Weekly ActivitiesReader’s Theater Weekly Activities
Select or write a script (see Resources) Monday: Introduce activity; assign parts. Tuesday-Thursday: Have students practice. Friday: Have students perform.
Rasinski, 2003
Fitting It InFitting It In
before school during school
lunch recess school-wide reading time
after school
Getting Kids on the BallGetting Kids on the Ball
Andre Stout and Trevor Wong coach youth basketball at the North Tacoma Boys & Girls Club
Andre Stout and Trevor Wong coach youth basketball at the North Tacoma Boys & Girls Club
Basketball-loving Tacoma studentsget a reading on educational priorities
Basketball-loving Tacoma studentsget a reading on educational priorities
The News Tribune, 1/21/2004The News Tribune, 1/21/2004
The tutors time the students as they read passages written for various grade levels, marking on a sheet how many words they read in one minute.
The News Tribune, 1/21/2004
After each reading, tutors help them with words they find difficult. The children read each passage three times before moving on to another.
The News Tribune, 1/21/2004
“The teachers tell you this stuff works in class, and you’re like, ‘yeah,’” Wong said. “Then you come out here and see it. You’re like, ‘Wow.’”
The News Tribune, 1/21/2004
“The teachers tell you this stuff works in class, and you’re like, ‘yeah,’” Wong said. “Then you come out here and see it. You’re like, ‘Wow.’”
The News Tribune, 1/21/2004
Guided, Oral, Repeated ReadingGuided, Oral, Repeated Reading
Two essential features: Opportunities for Practice Guidance and Feedback
Monitoring Fluency ProgressMonitoring Fluency Progress
Graphing Fluency Progress
Making Instructional Decisions
Determining WCPM
Graphing Fluency ProgressGraphing Fluency Progress
Adult Monitoring (teacher, paraeducator, tutor) Student Self-Monitoring
As part of a repeated reading program, the student may record the wcpm of their first “cold” reading on a graph.
On each subsequent reading, the student records the increase in fluency.
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QuickReads
If a 1st-grader reads 25 wcpm today… how many wcpm should s/he read next week? in 5 weeks? in 10 weeks?
Making Instructional DecisionsDetermine Annual GoalsMaking Instructional DecisionsDetermine Annual Goals
Begin with the median score (middle) of baseline (approximately three assessments)
Calculate wcpm for each remaining week Grades 1-2: 2 to 3 words per week Grades 3-5: 1 to 2 words per week
27-28
35-40
45-55
Corrective Reading Individual Reading Progress ChartDecoding B1: Lessons 12-35
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Determining WCPMWCPM = Total Words Read – ErrorsDetermining WCPMWCPM = Total Words Read – Errors
Scored as Errors Mispronunciations/Word
Substitutions Omissions Hesitations Reversals
Scored as Correct Repetitions Self-Corrections’ Insertions Dialect/Articulation
Special Cases Numerals Hyphenated Words Abbreviations
Practice ActivityPractice Activity
Monitoring Reading Fluency
Books & ProgramsBooks & Programs
www.scholastic.comwww.scholastic.com
http://www.prel.org/programs/rel/fluency.asphttp://www.prel.org/programs/rel/fluency.asp
http://www.readnaturally.com/http://www.readnaturally.com/
Read NaturallyMasters Edition (ME) StepsRead NaturallyMasters Edition (ME) Steps
1. Select Story. The student selects a story from the packet at the correct reading level and gets the cassette or audio CD for the story.
2. Read Along—Key Words: The student reads the key words and definitions with the recording.
3. Prediction: The student writes a sentence using the title, picture, and key words to predict what the story will say about the topic.
4. Cold Timing: The student times himself/herself for one minute, orally reading the selected story for the first time and underlining unknown words.
5. Graph in Blue: The student graphs the number of words read correctly in one minute.
6. Read Along: The student reads the story three times, tracking and subvocalizing, with the recording.
7. Practice: The student practices reading the story without the audio tape several times until able to read at the predetermined goal rate. Students time each practice.
8. Answer Questions: The student answers the questions about the story.
Read NaturallyMasters Edition (ME) StepsRead NaturallyMasters Edition (ME) Steps
9. Pass Story: The teacher times the student for one minute on the story, subtracts the errors, and determines if the student has reached the goal. To pass, the student must also make less than three errors, read with good expression, and answer the
comprehension questions correctly.
10. Graph in Red: The student graphs the number of words read correctly in the one-minute timing. The student marks the same bar of the graph used in step 4.
11. Retell/Word List: The student writes a retell of the story either writing a specific number of ideas from a story or writing for a specific amount of time. In the phonics levels, the student practices the word list until s/he is able to read a predetermined number of words in one minute.
Repeat. Begin a New Story: The student repeats steps 1-10 with a new story.
Adjust. Adjust Goals/Levels: After the student completes 12 stories in a
level, consider adjusting the student's goal or level. http://www.readnaturally.com/how-steps.htm
www.pearsonlearning.comwww.pearsonlearning.com
http://www.greatleaps.com/http://www.greatleaps.com/
www.sopriswest.comwww.sopriswest.com
ConclusionConclusion
Fluency is important because it is related to reading comprehension.
Reading fluency can be developed by engaging students in guided, oral, repeated reading activities.
Monitoring student progress in reading fluency: can be motivating to students. is useful in setting instructional goals.
References & WebsitesReferences & Websites
ReferencesReferences
Adams, M.J. (2002, November). The promise of speech recognition. PowerPoint presentation at A Focus on Fluency Forum, San Francisco, CA. Available at http:// www.prel.org/programs/rel/fluency/Adams.ppt
Armbruster, B.B., Lehr, F., & Osborn, J. (2001). Put reading first: The research building blocks for teaching children to read. Jessup, MD: National Institute for Literacy.
Chard, D. J., Vaughn, S. & Tyler, B. J. (In press). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities.
Dowhower, S. L. (1989). Repeated reading: Research into practice. The Reading Teacher, 42, 502-507.
Foorman, B. R., & Mehta, P. (2002, November). PowerPoint presentation at A Focus on Fluency Forum, San Francisco, CA. Available at http://www.prel.org/programs/rel/fluency/Foorman.ppt
Fuchs, L. S., Fuchs, D., & Maxwell, L. (1988). The validity of informal reading comprehension measures. Remedial and Special Education, 9 (2), 20-28.
ReferencesReferences
Hasbrouck, J. E., & Tindal, G. (1992). Curriculum-based oral reading fluency norms for students in grades 2 through 5. Teaching Exceptional Children, 24, 41-44.
National Reading Panel. (2000). Report of the National Reading Panel: Teaching children to read. Bethesda, MD: National Institute of Child Health and Human Development.
Osborn, J., Lehr, F., & Hiebert, E. (2003). A focus on fluency. Honolulu, HI: Regional Educational Laboratory at Pacific Resources for Education and Learning. Available online at www.prel.org/programs/rel/rel.asp.
Rasinski, T. V. (2003). The fluent reader. New York, NY: Scholastic Professional Books.
Samuels, S. J. (2002). Reading fluency: Its development and assessment. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 166-183). Newark, DE: International Reading Association.
WebsitesWebsites
Reports on Reading
http://nces.ed.gov/pubs95/web/95762.asp
Source: U.S. Department of Education, National Center for Education Statistics.
Listening to Children Read Aloud, 15. Washington, DC: 1995
A Focus on Fluency
http://www.prel.org/programs/rel/rel.asp
Put Reading First
http://www.nifl.gov/
National Reading Panel Report
http://www.nationalreadingpanel.org
WebsitesWebsites
Professional Development
http://www.texasreading.org/utcrla/products/primary_fluency.asp
Reader’s Theater
Reader’s Theater Script Service – Primary grades
http://www.readers-theatre.com
From Script to Stage – Grades K-8
http://www.aaronshep.com/rt/