Post on 30-Dec-2015
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FluencyGrades 1-5
Fluency is the ability to read a text accurately and quickly (automaticity).
(Samuels, 1994)
Fluency is the ability to read text with accuracy at an appropriate rate, and with appropriate expression/phrasing (prosody).
Research says…Repeated and monitored oral reading improves fluency.
Repeated reading can benefit most students throughout elementary school, as well as struggling readers at higher grade levels.
Fluency is key to reading achievement. (Chard, Vaughn, & Tyler 2002)
It develops because students are given opportunities to practice reading with a high degree of success. They should be reading books at their independent reading level with 95% accuracy. (Allington 2001)
Fluency
Fluent readers use decoding skills to quickly read through material to achieve comprehension. They have good vocabulary and they continually make connections with the text and their own background knowledge.
(Armbruster, Lehr, & Osborn 2001)
Fluency continued…Fluent readers focus on and can devote attention to comprehension.
Non-fluent readers focus on decoding.
Fluency is important because it provides a bridge between word recognition and comprehension.
Fluency develops from practice it is not developmental. It can change depending on vocabulary and the background knowledge the student has. Students need to read and re-read appropriate books at their independent level.
Fluency can be very motivating to students.
Fluency continued…Students must hear fluent readers model reading and must be coached to become smooth, expression-filled readers.
To determine if a book is the correct level for a student they should be able to read a 100 word passage with 95% accuracy, meaning that they have less than 7 errors in the passage.
“Round Robin” reading is not effective. Students only read a small amount of text, only read it once, not the best use of time.
(Eldridge, Reutzel and Hollingsworth 1996)
Assessing Fluency
DIBELS or AIMSweb
3 Minute Reading Assessments: Word Recognition, Fluency & Comprehension (2205) by Timothy Rasinski & Nancy Padak
Just use instructional situationsAny passage of about 125-150 words
Grade Fall Winter Spring
1
2
3
4
5
6
0-20
40-60
60-90
90-110
95-115
105-125
20-40
50-80
70-100
100-120
110-130
120-140
40-60
70-110
90-120
110-130
120-140
135-155
Oral Reading Rate Norms
Source: Adapted from Hasbrouck and Tindal (2006)
Techniques for Developing Reading Fluency
Repeated Reading of books with conversationPartner ReadingRadio readingEcho Reading, Choral ReadingChunking
For beginning readers put phrase slash marks
Tape-Assisted ReadingReaders’ TheaterTimed ReadingRead Alouds
Websites for Fluency
http://www.busyteacherscafe.com/units/fluency.htmhttp://www.time4learning.com/readingpyramid/index.htmhttp://www.readinga-z.com/guided/fluency.htmlhttp://www.nifl.gov/partnershipforreading/publications/reading_first1fluency.htmlhttp://www.fcrr.org/publications/pub...uency_2005.pdf
How Much Growth?Fuchs, (1993)
Grade Realistic Goals Ambitious Goals
1 2.0 words per week 3.0 words per week
2 1.5 words per week 2.0 words per week
3 1.0 words per week 1.5 words per week
4 .55 words per week 1.1 words per week
5 .5 words per week .8 words per week
6 .3 words per week .65 words per week
Monitoring Progress
2-3 passages at GOAL or Instructional Level
WCPM goal at this time
Weekly goal- 2 words a week
Goal Period- 10 weeks
Draw “aim line” and begin instruction
This compares students to themselves rather than grade norms
Let’s Have Some Fun!
http://www.readingonline.org/electronic/carrick/
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