Slide 1

Each element depends on each other. If one component is missing or weak, it weakens the entire structure. 2

Why Fluency?Word decoding is the bottleneck in the meaning-making process. When students can decode only with effort, decoding competes with comprehension efforts for the limited capacity available for processing of text. (Lundberg, 2002)Comprehension is the goal of all reading.567891011121314151616151413121110 9 8 7 6 5Reading Age LevelChronological AgeLow Oral Language in Kindergarten (13 million words)High Oral Language in Kindergarten (45 million words)5.2 years differenceOral Language Weakness and Reading AchievementReading issues in Grade 3 require intensive intervention

74% (Grade 3) continue to struggle in Grade 9

44The Effects of Weaknesses in Oral Language on Reading Growth(Hirsch, 1996)

In this graph we see the effects of oral language weakness as students learn to read. Over time, the small differences in oral language skill of 5 and 6 year olds grows into a significant reading gap by the time students are in middle school. Extrapolating these cumulative experiences out to 48 months (4 years the start of pre-school), an average child in a professional family would have accumulated experience with almost 45 million words, an average child in a working-class family would have accumulated experience with 26 million words, and an average child in a welfare family would have accumulated experience with 13 million words.

Low SES enter school with 13 million words; high SES ENTERS WITH 45 MILLION. [increase over time)The interesting part is not just the absolute difference in word experience but also notice the slope of the lines. Not only do these children differ in absolute experience once they attend school but the differences will continue to become greater over time. With language experience and vocabulary development part of the brains toolkit for representing, manipulating and retaining information, these differences present a daunting challenge for effective long-term intervention.

Why is learning to read so challenging?

5

Our Brain Built for . . .

pattern analysis adaptation and change (neuroplasticity)http://www.prweb.com/releases/2013/11/prweb11302426.htm - has a brain site

, written language must stand on the shoulder of oral language." -Dr. Paula Tallal,

http://www.childrenofthecode.org/ 6

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Reading: Mastering an Invented SystemMotorSpeech GenerationSemanticsPhonologyOrthography

Motor

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Reading: Mastering an Invented System

Some people there are who, being grown; forget the horrible task of learning to read. It is perhaps the greatest single effort that the human undertakes, and he must do it as a child.- John Steinbeck 1962 Nobel Prize Winner for Literature9This is a good quote to remind everyone that learning to read is greatest undertaking of a human undertakes and it has to be done as a child.

As adult readers we have forgotten what our brain went through to learn to read. As adults what we do remember were our teachers, the reading group we were in, and possibly the readers we had early on, i.e. Dick and Jane.

As adults we can have sympathy for our students who are struggling learners, but we cannot empathize. This is because once the brain learns something it has it (unless there is head trauma injury of some type). Once the brain learns to read (break the code) then it cannot NOT read when it sees text. Automaticity from frequent pauses toward automatic word recognition and rapid word solving

Elements of Reading Fluency

Phrasing from word by word toward phrasing in groups, illustrating the use of syntactic clues (e.g., language patterns, punctuation) and preserving meaning Expression from monotone through the use of visual cues (e.g., bold font, exclamation mark) toward a natural rise and fall in pitch, tone and rhythm as text is read with expressive interpretation to enhance meaning.

It is the volume ofhigh-successreading that determines a student's progress in reading. R. AllingtonOral Reading Fluency - Hasbrouck & Tindal

Students scoring 10+ words below the 50th percentile using the average score of two unpracticed readings from grade-level materials need a fluency-building program. Students scoring 10 or more words below the 50th percentile using the average score of two unpracticed readings from grade-level materials need a fluency-building program. 12RAZ-KIDS How ToBuilding Stamina & FluencySet baseline: Find your pace. Read a book (at making sense speed) for 10 min. Record # of pages [sets baseline for indiv reading rate] Multiply by 6 to get 1 hour. (eg. 6 pg x 6 = 36 pg for 1 hour). Double it to get expected pages/weekStudent Reading Rates RecordBookMonTuesWedThursFriWk TotalTotalsKeeping Moon1326190112111Paper Towns12401963052311122Word StudyWords Their Way Invernizzi, Bear, TempletonApproach to spelling and word knowledge teaches students to examine words to discover regularities, patterns and conventionsNumber of words used surpasses traditional word spelling programs

Points for all areas in a word. Total up columns. Difference of 2 in each column thats where they start in the group. Eg. 5/7 correct in Letter/Name = start at Letter/Name. They move up and skip any areas that they receive a perfect or just one under score out of total. 17

EG from one of my previous classes. 18