Fluency And Reading Skills

It is time for small group differentiated instruction. The teacher calls over a group of learners to the table. The learners pick books out of a bin of books that the group has already read in prior meetings. The teacher picks one of the learners to listen to as they read one of the books. As the learner begins to read the teacher notices that the learner is reading very slow and word for word. The leaner is using their decoding strategies as they read to read unfamiliar words. When the learner finishes the teacher begins to ask the learner different questions about the book. The learner looks at the teacher and does not answer the question. The teacher tries to ask the learner another question and the learner is able to give a response but …show more content…
After second reading becomes silent reading. It is thought why teach fluency when isn’t used. The third reason is that fluency is seen as a separate component or reading. Reading occurs when the teacher has small differentiated reading groups. Fluency happens when the teacher gets out the stopwatch to time each learner to see how many words they can read in a minute. Then the rate is charted and compared to past reading rates. To increase the reading rates of learners are given a text to read three to six times until the learner can read the passage at the rate that is set for the learners grade level. The reason Rasinski says that fluency should be an important part of the classroom is that reading fluency is center focal point of authentic reading instruction. Fluency helps the reader comprehend the text they are reading. Fluency helps the readers to connect word recognition and accuracy as they read to comprehending the text after they after finished reading. In the article it goes on to explain the two components of fluency. They two components are automaticity and prosody. Automaticity is the ability to recognize words easily and automatically as the reader is reading a text. Prosody has …show more content…
The approach this educators uses is the word-level instruction with a little text-level instruction mixed together. Learners work on sight word booklets. These booklets use the Fry word list of sight words. The learners read the words and practice common word phrases that contain the words in them. This helps the learners with increase their automaticity with the sight words as they are reading. During differentiated small group instruction the learners are given a text that they read for two days. This is very similar to the the text-level instruction. The first day the learner works on word skills and they are introduced to the text. The second day the learner reads the familiar text again to work on their fluency skills and begin to read like they talk. The use of both text-level and word level instruction can help learners build the skills necessary for learners to become fluent readers and increase their ability to comprehend