Reading Final: Fluency

Front 1

*****What is Fluency?
definition

Back 1

The ability to read a text quickly, accurately, and with proper expression

Front 2

*****Fluency:

Back 2

Rate: prosodic reading
Accuracy: read without errors

Hint 2

2 aspects

Front 3

*****Why is Fluency Important?
Research says successful readers…

Back 3

rely primarily on the letters in the word
process virtually every letter.
use letter-sound correspondences to identify words.
have a reliable strategy for decoding words.
read words for a sufficient number of times for words to become automatic.

Front 4

*****Why is Fluency Important?

Back 4

Fluency is not an end in itself but a critical gateway to comprehension.
Fluent reading frees mental resources to process meaning (since students are not using all their mental energy to decode).

Front 5

More fluent readers…

Back 5

Need to direct relatively little effort to the act of reading, allowing them to focus active attention on meaning and message.

Front 6

Less fluent readers…

Back 6

Must direct considerable effort to the act of decoding the words, leaving little attention for reflecting on its meaning and message.

Front 7

To Learn a Skill Fluently, a Student Must:

Back 7

First practice the skill correctly;
Then practice it a sufficient number of times to develop fluency;
Review the skill enough to maintain it.

Front 8

To Learn a Skill Fluently, a Student Must:
HOW MUCH REPETITION IS NEEDED?

Back 8

Learner # of Repetitions
Most Able 1 or 2
Average 4 – 14
Least Able 20+ (?)

Front 9

Students Who are Automatic with the Code…

Back 9

Identify letter-sound correspondences accurately and quickly w/o effort. 
Easily blend together isolated phonemes to make words.

Identify familiar spelling patterns to increase decoding efficiency.  (e.g., rimes, affixes, small words inside larger words)
Apply knowledge of the alphabetic code to identify new words in isolation and connected text fluently.

Front 10

________________Phoneme Fluency Practice Works!

Back 10

5 Mins of Daily

Front 11

Code & Word Fluency Activity

Back 11

Model next 2 slides as a group fluency practice.
Play “Beat the Clock!” with a partner.
Say, “Read the sounds/words on the card while I time you. I will read some of the first row with you and help you if you get stuck. Then you do the rest of the card by yourself.” Ready? Go! (Start timer with 1st sound/word)
How many seconds did it take?
Try again, only this time do the card by yourself.
Did the # of seconds go down?

Front 12

How Fluent?
End of 1st grade:

Back 12

40+ cwpm (correct words per minute)

Front 13

How Fluent?
End of 2nd grade:

Back 13

90+ cwpm

Front 14

Effective Fluency Instruction rests on 3 critical decisions

Back 14

Selecting appropriate instructional tasks/materials
Scheduling sufficient practice
Systematically increasing the rate of response.

Front 15

Passage Rereading

Back 15

Passage rereading provides students the practice to become accurate and fluent.

Activity designed to provide practice and application of decoding and comprehension skills.

* For fluency building, materials should be at the top of the instructional level or above.

Front 16

Rdg Level Wd Rec

Back 16

Indep 96%-99%
Instruc 91%-95%
Frustr 90% or less

Front 17

How to Determine Appropriate Level Text:
Select text that students read with_______accuracy

Back 17

95%

Front 18

How to Determine Appropriate Level Text
Equation

Back 18

# of words read correctly/total words read = %

Front 19

How to Determine Appropriate Level Text
80% accuracy_______________ be appropriate for fluency building

Back 19

would not

Front 20

Instructional Approaches

Back 20

Direct
Indirect

Front 21

2 Direct Teaching Strategies

Back 21

Repeated Reading
Paired reading

Front 22

Indirect Teaching strategies

Back 22

Independent silent reading
Accelerated Reader (AR)
Drop Everything And Read (D.E.A.R.)
Sustained Silent Reading (S.S.R.)

Front 23

The National Reading Panel found research has_______________________ independent silent reading as a means of improving fluency and overall reading achievement

Back 23

not yet confirmed

Front 24

Set a target re-reading rate: ___________ than the student’s current reading rate for guided repeated reading.

Back 24

40% higher

Front 25

Example: Bill read a passage (“cold” reading) at 50 cwpm

Back 25

(50 + [40% of 50 = 20] = set goal at 70 cwpm.)

Front 26

Guided Repeated reading Procedure

Back 26

Set target re-reading rate
mark target word number in passage
Tell student he has 1 minute to read the passage with a partner & let student or partner set timer. Student practices with partner’s feedback until he reaches the goal, then goes for a checkout “hot” timed reading with the teacher.

Front 27

How many times should reading be repeated?

Back 27

3 to 4 rereadings should be adequate. Research shows the majority of the progress is made within 4 rereadings. .

Front 28

The Repeated Reading Process
10 minutes
First

Back 28

the student completes a one minute “cold” reading of a passage he has not practiced. The student’s cwpm are graphed.

Front 29

The Repeated Reading Process
10 minutes
Second

Back 29

the student practices the passage simultaneously either with a peer, a teacher, or a tape recording of the story to reach a goal of 40% higher than his “cold” reading rate. These practice readings may be repeated up to four times. These practiced readings may or may not be graphed.

Front 30

The Repeated Reading Process
10 minutes
Third

Back 30

the student completes a “hot” reading, which is graphed.
If the student reaches his cwpm goal in the “hot” reading, he moves to a new passage.

Front 31

Goals for Building Fluency
Grade 1

Back 31

Realistic Ambitious Goals
2.0 words/wk 3.0 words/wk

Front 32

Goals for Building Fluency
Grade 2

Back 32

Realistic Ambitious Goals
1.5 words/wk 2.0 words/wk

Front 33

What you should look for in materials to build fluency:

Back 33

Are passages within the learner's decoding range? (95% accuracy or higher) 
Is there an explicit strategy for teaching students to transition from accuracy to fluency? 
Is there enough material for daily opportunity for fluency building? 
Is there overlap in words (i.e., words show up multiple times in different text)? 
Are target rates identified?

Front 34

Read Naturally (supplemental fluency building program for grades mid 1 - 6)

Back 34

A supplemental tape-recording program that builds on three primary practices: model oral reading, repeated readings, and progress monitoring.
Students are place in appropriate level text and practice listening to and reading with tape-recorded passages.
Comprehension questions are included for each passage.

Front 35

3 critical areas of fluency

Back 35

Letter-sound fluency
irregular word fluency
oral reading fluency

Front 36

rate?

Back 36

1 sound/sec
1 word/sec