Fluency And Reading Strategies

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Reading is the most difficult skill to demonstrate. It needs patience, strategies, and sufficient time to do it. From the different schools, specifically in the lower grade, reading is most problems to be exercise and enhance. The future success of children lies in the ability to read fluently and comprehend what is read. Oral reading provides a window for the listener to understand the integration of skills that the child uses to read. Children who read accurately, quickly, and in phrased units, often do better on assessments of reading, their attitudes toward reading are more positive, and they are more likely to read for pleasure. Fluency plays an important role in becoming a good reader. We also know that the integration of reading skills …show more content…
Observing and creating a written record for a child reading orally is a way of recording fluency, rate, accuracy, and the use of reading strategies. Fluency and rate are not the same but are related. Fluency reflects the ability of the reader to read smoothly, which includes paying attention to punctuation, grouping words into meaningful chunks, and using intonations that reflect appropriate meaning of text. Rate refers to the speed of oral and/or silent reading as measured in words per minute. Reading strategies include cues such as structure of language, meanings, and visual …show more content…
Decoding refers to the identification and processing of basic linguistic units (letter patterns, words, syntactic patterns, and semantic propositions), whereas comprehending involves the integration of information from these knowledge sources to construct a mental representation of the entire text (Fraser, 2004; Grabe, 2009; Grabe & Stoller, 2002; Kintsch, 1998; Macaro & Erler, 2008). In comprehending, fluent readers remember the prior propositions and mentally attach them to the new propositions to create a mental representation of the author’s meaning (Kintsch; Koda, 2005; Macaro & Erler; Urquhart & Weir, 1998). Kintsch refers to this type of understanding as constructing a text-based representation of meaning. Text-based comprehension is associated with comprehending the words and sentences; it underlies the ability to recall and summarize information given by the author. Text-based comprehension is typically required in academic settings, but more importantly, it is also required for students to move from summary type tasks to more difficult interpretative academic tasks such as analyzing, assessing, and synthesizing information (Grabe; Kintsch). In academic environments, reading is assigned not simply to transmit information; students are required to take the information and based on the task set by the

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