fluency chapter 10. reflections on fluency have you ever been to a book reading where the author...
TRANSCRIPT
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Fluency
Chapter 10
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Reflections on Fluency
Have you ever been to a book reading where the author read her material very slowly and monotonously?
Were you able to follow the narrative? How were you able to prevent yourself from daydreaming or dozing off?
How can you make sure your students don’t have similar problems when reading aloud?
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Introduction to FluencyFluency is the ability to read with automatic word recognition, expression, and meaning.
What does fluency entail? Fluent readers:Read at a good paceAttend to the punctuation in sentencesRecognize words automaticallyQuickly decode unknown wordsSlow down when neededUse expression when reading aloud
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NAEP’s Oral Reading Fluency Scale
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Components of Fluency
RateAutomaticity/accuracy:
Recognizing common wordsAssociating letter/letter combinations with their soundsRecognizing chunks/syllables within wordsRecognizing the meanings of words
Prosody/phrasing Parsing phrasesExpressive readingPunctuation
Comprehension
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Traits of Fluent Readers
Use knowledge of language to keep readingUse an appropriate reading rateSlow down to solve problemsHave automatic word recognition and word analysis skills
Use intonation to convey meaningAdhere to punctuation cuesUse knowledge of story structure and expository text to keep readingReproduce the natural phrasing of the text
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How Punctuation Can Change Meaning
A panda eats, shoots, and leaves.The panda goes into a restaurant, orders a meal, eats it, shoots a fellow diner, and then leaves.
A panda eats shoots and leaves.The panda eats the shoots and leaves of a bamboo plant.
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Typical Instruction Given to Fluent and Disfluent Readers
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Fluency Instruction for English Learners
The teacher reads a short passage (on the student’s instructional level) to the English learner.The teacher and learner read the passage together.The learner reads the passage so the teacher can assess progress.The teacher times the learner’s reading, to record reading rate.The learner practices to increase rate and improve intonation.The learner listens to a recording of his/her reading to self-assess.
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Assessment of Fluency:Informal
ChecklistsRunning recordsMiscue analysisRetrospectivemiscue analysisRubricsInformal commercial assessments
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Assessment of Fluency: Formal
Calculate rate and/or accuracy; for example:Stanford Diagnostic Reading TestGray Oral Reading TestsGilmore Oral Reading TestDurrell Analysis of Reading DifficultyDiagnostic Reading Scales, RevisedWoodcock Reading Mastery Test
Instruments do not allow teachers to assess other components of fluency
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Rubric for Reading ComprehensionBased on Illinois’s Standard 1.B.1d for EarlyElementary School English/Language Arts
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Suggested Fluency Instruction for English Learners1. Teacher reads a short passage (on the correct
reading level) to the student.2. Teacher and learner read the passage together.3. Learner reads the passage so the teacher can
assess progress.4. Teacher times learner’s reading, to record
reading rate.5. Learner practices to increase rate and
intonation.6. Learner listens to a recording to self-assess.
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Intervention StrategiesFocusing on Fluency
For tutoring settings:Echo readingPreview-pause-prompt-praise (PPPP) strategyOral recitation lesson (ORL)Carbo Recorded-Book MethodRecord, Check, ChartFlash cards
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Sample Record, Check, Chart
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More Intervention Strategies
Fluency development lesson (FDL)Speech readingTelling jokesSupported-reading strategyDyad reading
Repeated readingsPoetry partyReaders theaterChoral readingRhythm walks
Strategies to use with small groups:
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Sample Fluency Log
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Fluency and Technology
Audiobooks—to follow along, or read along with the narratorReading Assistant Expanded Edition—speech recognition softwareRead-along radio dramasWebsites with free scripts for readers theater
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Related Video Presentation
You can see a video presentation on direct instruction in fluency with echo reading (see echo reading in action; this is related to the discussion on pages 270–271 of the chapter).