Intervention Convention: Fluency
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Transcript of Intervention Convention: Fluency
J. Gondek 2012
Intervention Convention:Fluency
Jennifer GondekInstructional Specialist for Inclusive Education
J. Gondek 2012
Session Objectives:Participants will:
Understand the importance of oral reading fluency in literacy development.
Be able to describe and implement three research-based interventions to increase oral reading fluency.
Share teacher-created interventions that have successfully improved oral reading fluency.
Locate additional resources for further support.
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Fluency is… The clear, easy, written or spoken expression of
ideas.
Freedom from word-identification problems that might hinder comprehension in silent reading or the expression of ideas in oral reading.
Automaticity
(Harris & Hodges, 1995, p.85)
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To Be a Fluent Reader…
A child must be able to recognize most of the words in a passage “by sight”;
A child must correctly pronounce words 5-10 times before they become “sight words”;
A child must make accurate first guesses when they encounter new words, or the growth of their sight word vocabulary will be delayed – they will not become fluent readers.(Torgesen, 2003)
Adapted from Marcia Davidson (2005)
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The 3 Components of Fluency Accuracy: Also known as
automaticity, it refers to the person's ability to read words in a text.
Rate: The speed a person reads.
Prosody: Refers to stress, intonation, and pauses. Commonly known as "reading with feeling".
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Fluency in Connected Text(textual)
Fluency at the Word Level (lexical)
Fluency within Words(sublexical)
Georgia’s Reading First
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The Research: Fluency builds a bridge to comprehension
(Rasinski, 2004)
Fluent readers are more likely to read more and learn more and increase their fluency (Oakley, 2003)
Fluent readers have a more positive attitude towards reading (Rasinski & Padak, 2000)
To become fluent readers, students need access to good models, appropriate text, & time to read.
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Stroop Test
Activity adapted from Marcia Davidson (2005)
Reading Rates (WPM)Grade 1 60-90 Grade 6 195-220
Grade 2 85-120 Grade 7 215-245
Grade 3 115-140 Grade 8 235-270
Grade 4 140-170 Grade 9 250-270
Grade 5 170-195 Grade 12 250-300
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Fluency Norms: WCPMGrade Fall Winter Spring
1 602 53 78 943 79 93 1144 99 112 1185 105 118 1286 115 132 1457 147 158 1678 156 167 171
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4 Large and meaningful phrase groupings. Preserves author’s syntax and includes expressive interpretation.
3 Three- and four-word phrases. Mostly appropriate and preserving syntax. Little or no expressive interpretation.
2 Two-word phrases. Occasional larger groupings, but awkward and unrelated to larger context.
1 Word by word. Occasional two-word or three-word phrases.
NAEP Oral Reading Fluency Scale
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Partner Reading Prepare copies of short texts at the level of
the less proficient reader’s level. Pair more proficient readers with less
proficient readers. Model and explain partner reading
procedures. Assign roles and have students take turns
reading. Student A reads for 1 min. and Student B reads along. Then, Student B reads aloud the same text for one minute.
You can have students chart their rate and accuracy.
(from U. Texas, Center for Reading and Language Arts)Adapted from Marcia Davidson (2005) J. Gondek 2012
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Timer
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Echo Reading Give students copies of instructional-level
texts. Explain that you will read some of the text,
and students will then ‘echo read’ the same text, modeling your rate and expression.
Read 2-4 sentences. Then, pause for them to echo read, then read 2-4 more sentences.
You can tape the 2-4 sentence sections, or have a student serve as the model reader.
(from National Institute for Literacy, 2001)
Adapted from Marcia Davidson (2005)
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RAAC Reread-Adapt and Answer-ComprehendRAAC Checklist
Student with instructional reading level between first and third grade
Student reads in a slow and halting manner. Student does not comprehend what he or she
reads. Student does not comprehend what an adult
reads.
Therrien, Gormley, & Kubina (2006)
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RAAC Intervention Select an appropriate performance target for
students based on their instructional reading levels. Grade Correct Words
Per MinuteFirst Grade 53 cwpm
Second Grade 89 cwpmThird Grade 107 cwpm
Fourth Grade 123 cwpmHasbrouck & Tindal (2005)
Therrien, Gormley, & Kubina (2006)
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RAAC Intervention Sequence Step 1: Prompt Student Step 2: Read Prompts Step 3: Reread Step 4: Correct Errors Step 5: Praise Step 6: Adapt and Answer Step 7: End and Adjust Recommended Passage Length*
First grade, 53-66 wordsSecond grade, 89-111 wordsThird grade, 107-133 wordsFourth grade, 123-153 words
Therrien, Gormley, & Kubina (2006)
* Based on Instructional Reading Level
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Procedural Prompts Naïve
SophisticatedLearners Learners
Therrien, Gormley, & Kubina (2006)
Story Structure Questions
Single-Word
Prompts
Ex: “Who was the main character in the story?”
Ex: Who?
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Fluency Oriented Oral Reading (FOOR)Dowhower (I989) indicated that passages should be short, ranging from 50-300 words; that students should have
about an 85% accuracy rate on their initial reading of the passage; and that the optimal number of repetitions
of a passage is between three and five.
Day 1: Introduce the story and echo read with the students. If time, students would choral read the story.
Day 2: Partner reading, alternating pages with a partner of the same story. If time, students could practice a section of the story, or re-read again by alternating pages with partner.
Day 3: Students performed a final choral reading. Student could perform a section of the text in front of the group if they wished.
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Peer-Assisted Learning Strategies (PALS) 3 times 35 minutes each week, high-low pairs
Text is appropriate for weaker reader5 minutes: strong reader reads aloud5 minutes: weaker reader rereads2 minutes: weaker reader retells5 minutes: strong reader reads paragraph by paragraph,
stopping at each to tell the main idea5 minutes: weak reader uses same summarization
procedure5 minutes: strong reader predicts content of next half
page, reads it aloud, and revisits prediction5 minutes: weak reader uses same summarization
procedureThis procedure has been used with students in grades 2-
6Fuchs, Fuchs, Mathes, & Simmons (1996). Peer-assisted learning strategies in
reading: A manual. (Box 328 Peabody, Vanderbilt Univ. Nashville, TN 37203)
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Phrase-Cued Text Intervention Train students to recognize the natural pauses
that occur between phrases in their reading. Phrases often encapsulate key ideas,
therefore enhancing comprehension of the text.
Can be taught individually, small group, or whole class.
3-4 Lessons per week, 10 minutes each
(Rasinski, 1990, 1994).
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Phrase-Cued Text Intervention Step 1: The teacher reads the phrase-cued
passage aloud once as a model, while the student follows along silently.
Step 2: The student reads the phrase-cued passage aloud 2-3 times. The teacher provides ongoing feedback the reading. Between readings, comprehension can be addressed quickly.
Step 3: The session concludes with the student reading aloud a copy of the passage without phrase-cue marks. The teacher praises the student for any success or increase in noticing the natural phrase breaks.
(Rasinski, 1990, 1994).
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Preparation: Select a passage. Select a short (100-250
word) passage that is within the student’s instructional or independent reading level.
Mark sentence boundaries. Mark the sentence boundaries of the passage with double slashes (//).
Mark within-sentence phrase-breaks. Read through the passage to locate ‘phrase breaks’ —naturally occurring pause points that are found within sentences. Mark each of these phrase breaks with a single slash mark (/).
http://www.interventioncentral.org/rti2/phrase_cues
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HELPSHelping Early Literacy with Practice Strategies
The evidence-based strategies integrated into each 10-12 minute HELPS session include:
1. Structured, repeated readings of ability-appropriate text2. Having students listen to a more skilled reader read aloud, such as an adult (i.e., Model reading)3. Systematic error-correction procedures4. Verbal cues for students to read with fluency5. Verbal cues for students to read for comprehension6. Goal-setting (i.e., practicing text until a pre-determined performance criterion is met)7. Performance feedback, combined with graphical displays of student progress8. Use of systematic praise and a structured reward system for student reading behaviors and successes
www.helpsprogram.org
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HELPS VIDEOShttp://www.youtube.com/watch?v=0avTIwZTvdU
http://www.youtube.com/watch?v=pql9HwIGfLU&feature=relmfu
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