Reading Fluency Plattsmouth Elementary Training Adapted from Marcy Stein, Ph.D. University of Washington, Tacoma

Defining Fluency “Fluency is the ability to read a text quickly, accurately, and with proper expression.” National Reading Panel, 2000

Defining Fluency “Fluency is the ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly in ways that help them gain meaning from what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking.” Put Reading First, 2001

Analyzing Fluency “Fluency is the ability to read a text accurately and quickly… When fluent readers read silently, they recognize words automatically…” Put Reading First, 2001

Analyzing Fluency “Fluency is the ability to read a text accurately and quickly… They group words quickly in ways that help them gain meaning from what they read…” Put Reading First, 2001

Analyzing Fluency “Fluency is the ability to read a text accurately and quickly…. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking.” Put Reading First, 2001

Fluent Readers… Read accurately Read “Quickly” Recognize words automatically Group words quickly gain meaning Read aloud effortlessly Read aloud with expression Sound natural Put Reading First, 2001

Factors Contributing to Fluency FLUENCY Expression Accuracy Reading Speed/Pace

Defining “Quickly” Quickly is NOT speed reading Quickly is a natural appropriate speed Different purposes impact appropriate speed of reading Words Correct Per Minute

Defining Accuracy Independent level (95%-100% accuracy) Instructional level (90%-94% accuracy) Frustration level (<90% accuracy) Words Correct Per Minute

Defining Expression “Prosody” “The compilation of spoken language features that includes stress or emphasis, pitch variations, intonation, reading rate, and pausing.” Osborn & Lehr, 2003

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Research Support for Building Fluency Fluency and Reading Comprehension

Theory of Automaticity Less fluent readers need to allocate more resources to decoding. More fluent readers have more resources available for comprehension. decodingcomprehension

NAEP Oral Reading Fluency Scale Level 4: Reads primarily in larger, meaningful phrase groups. Although some regressions, repetitions, and deviations from text may be present, these do not appear to detract from the overall structure of the story. Preservation of the author's syntax is consistent. Some or most of the story is read with expressive interpretation. Level 3: Reads primarily in three- or four-word phrase groups. Some smaller groupings may be present. However, the majority of phrasing seems appropriate and preserves the syntax of the author. Little or no expressive interpretation is present. Level 2: Reads primarily in two-word phrases with some three- or four-word groupings. Some word-by-word reading may be present. Word groupings may seem awkward and unrelated to larger context of sentence or passage. Level 1: Reads primarily word-by-word. Occasional two-word or three-word phrases may occur-but these are infrequent and/or they do not preserve meaningful syntax. Source: U.S. Department of Education, National Center for Education Statistics. Listening to Children Read Aloud, 15. Washington, DC: 1995

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Fluency Building: Instructional Strategies

Strategies Chart AccuracySpeed/PaceExpression Early Literacy Passage (ELP) Sight Words (SW)Phrase-Cued Text (P-CT)Readers Theater (RT) Fluency Intervention (FI) Repeated Reading

Early Literacy Passage (ELP) Focus: Model Fluent Reading RTI Tool Kit Early Literacy Passage Reading Intervention Pg. 3

ELP I. Model Reading Fluency Step and Guidelines Read passage… Accurately Use errors as a learning opportunity At an appropriate pace Slower for informational texts Clearly grouping words for meaning Effortlessly With expression Sounding natural Please Practice!!! Please Practice!!!

ELP II. Have Students Read Steps Have the student read the passage for 2 minutes -While the student is reading the passage aloud, follow along with the examiner’s copy and underline/highlight errors. -If the student hesitates on a word for more than 3 seconds, say the word and underline/highlight it. -Review and practice errors

Early Literacy Passage (ELP) Guidelines -Remember that the focus of this intervention is on the modeling -Ensure that you practice ahead of time -Review and practice errors -Focus on the expression, grouping, etc. more than errors -Select a passage that is easier for student to read- this will help them focus on the fluency rather than sounding out words

ELP Early Literacy Passage Schedule Model (4 minutes) Monitor progress (3 minutes) The Focus: Modeling Fluency The Focus: Modeling Fluency

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Sight Words (SW) Focus: Read Accurately RTI Tool Kit Flashcard Intervention for Teaching Sight Words Pg. 8

Sight Words (SW) Steps 1.Identify 2 sets of words a.Known b.Unknown 2.Select 3 unknown, 7 known 3.Model unknown 4.Present 1 st unknown & 1 st known (see Tool Kit) 5.Present 1 st unknown and 1 st & 2 nd known 6.Continue with 1 st unknown until all knowns are folded in 7.Repeat process with first 2 unknowns 8.Repeat process with all three unknowns 9.Etc. Important Sequence !

Sight Words (SW) Guidelines Get list of important sight words students know and don’t know from teacher It is critical to follow the exact sequence described Keep a fast pace Knowns should not be challenging Monitor student frustration and interest levels Please Practice!!! Please Practice!!!

Sight Words (SW): Schedule Suggested Times Model (1 minute) Student practice (5 + minutes) The Focus: Recognizing Words The Focus: Recognizing Words

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Phrase-Cued Text Lessons (P-CT) Focus: Group Words Quickly RTI Tool Kit Intervention Central Lesson

Phrase-Cued Text Lessons (P-CT) Steps 1.Select a passage and mark (See P-CT Generator) 2.Introduce P-CT to students 3.Read aloud phrase-cued passage (model) 4.Student reads phrase-cued passage 2-3 times 5.Provide ongoing feedback 6.Student reads aloud a copy of the passage without phrase cue marks.

Phrase-Cued Text Lessons (P-CT) Guidelines Always begin with modeling There are multiple ways to phrase/group meaningfully Use the terms meaningful and confusing rather than inappropriate or appropriate phrasing Ensure student is able to use appropriate grouping/phrasing on multiple unmarked passages

Phrase-Cued Text Lessons (P-CT) Schedule 10 Minute Sessions 3-4 times a Week Suggested Schedule Model (1-2 minutes) Student practice (8-9 minutes) The Focus: Group Words Quickly The Focus: Group Words Quickly

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Readers Theater (RT) Focus: Expression RTI Tool Kit Plattsmouth Readers Theater

Readers Theater (RT) Steps Introduce Readers Theater Read the readers theater passage modeling effective oral fluency and prosody Students read the passage Students annotate what they have read Assign characters. Continued

Readers Theater (RT) Continued Steps Students work in teams and read the passage aloud Partners provide feedback Repeat last two steps for at least 5 trials Students reflect upon what was important to remember from the passage Continued

Readers Theater (RT) Guidelines Always begin with modeling Encourage expression and creativity

Readers Theater (RT) 30 Minute Sessions Suggested Schedule Model (2-3 minutes) Student practice with peer feedback (24 minutes) Teacher summary feedback (3-4 min.) The Focus: Expression The Focus: Expression

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Fluency Intervention (FI) Focus: General Fluency RTI Tool Kit Fluency Intervention Pg. 9

Fluency Intervention (FI) Steps (pg. 9) 1.Present passage to student 2.Have student read the passage aloud for 2 minutes THREE times in a row 3.Follow along with Examiner copy. If student hesitates on a word for more than 3 seconds, say the word and have the student read the word correctly 4.Student reads passage one last time 5.Document errors for one minute 6.Provide feedback

Fluency Intervention (FI) Guidelines Always have students read for 2 minutes at a time –even if there is more to the passage. Always have students read passage three times in a row Consistently time for 1 minute from when student reads first word Focus on growth as well as errors

Fluency Intervention (FI) Minute Sessions 2-3 times a Week Suggested Schedule Model (1-minutes) Student practice (6 minutes) Monitoring (1 minute) Feedback (2 minutes) The Focus: General Fluency The Focus: General Fluency

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Repeated Reading (RR) Focus: Fluency+ Comprehension RTI Tool Kit PCSD Repeated Reading Guidelines

Repeated Reading (RR) Steps Introduce Repeated Reading Have students read the passage silently Have students to annotate what they have read Read aloud passage to students at the target rate of one minute Continued

Repeated Reading (RR) Continued Steps Ask students, “What is one thing the author wants you to remember?” Then tell the students to read as you time them for one minute. Document errors on Examiner Copy Provide feedback Continued

Repeated Reading (RR) Continued Steps Repeat steps for at least five repetitions of the same passage or until the entire passage can be read in one minute Ask students to reflect upon what was important to remember from the passage Recommended: Assign a comprehension activity

Repeated Reading (RR) Guidelines Always begin with modeling Ensure students are thinking about text while reading for fluency Choose a text that is not easy or hard. Choose one that is in the middle. Remember, the focus on this is to help students keep balance multiple elements of fluency plus a bit of comprehension

Repeated Reading (RR) 30 Minute Sessions 2-3 times a Week Suggested Schedule Model (2-3 minutes) Student practice (12-13 minutes) Feedback (2-3 minutes) Comprehension 9-10 minutes The Focus: Fluency+ Comprehension The Focus: Fluency+ Comprehension

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Fluency Building: Summary

General Interventions Essential Characteristics: Implemented with Integrity Aligned to student needs Targeted on meaningful skills Vary types of texts (fiction, nonfiction) Consistently and effectively monitored Be Aware of Unintended Negatives

Fluency Interventions Essential features: Modeling Opportunities for Practice Feedback Application of EFFECTIVE reading skills Speed Reading Tricks Short Cuts Word Calling

Fluent Readers… Read accurately Read “Quickly” Recognize words automatically Group words quickly gain meaning Read aloud effortlessly Read aloud with expression Sound natural Put Reading First, 2001

Factors Contributing to Fluency FLUENCY Expression Accuracy Reading Speed/Pace

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Thank you!