Collaboration for Effective Educator Development, Accountability and Reform H325A Overview of the Essential Components of Reading Instruction K–5 Part 3.4: Fluency

A special thanks to the Meadows Center for Preventing Education Risk at the University of Texas at Austin for permission to use and adapt material from a module created by the Higher Education Collaborative: Foundations of Reading Instruction. ©2009 University of Texas System/Texas Education Agency H325A Overview of the Essential Components of Reading Instruction K–5 Part 3.1: Introduction

Big Ideas & Questions 1.What is the idea? Why is it important? What does the research say? 2.What should students know and be able to do at each grade level? 3.How do we assess what students know and the progress they are making?

Big Ideas & Questions, cont. 4.How do we teach the big idea effectively and efficiently? 5.How do we develop instructional plans that incorporate state standards, assessment data, and evidence-based instructional strategies? 6.What do we do if students aren’t learning the big idea?

Module Outcomes 1.Design instruction for all students 2.Differentiate instruction 3.Use assessment data to inform instruction; form groups; monitor progress 4.Incorporate standards & evidence-based practices

Major Reports

National Reading Panel Elements of Reading Instruction 1.Phonemic Awareness 2.Phonics 3.Fluency 4.Vocabulary 5.Text Comprehension

The Reading Rope

Essential Components of Reading Instruction K–5 Part 3.4: Fluency.

Acknowledgments Much of the information in this fluency presentation has been adapted from the: Texas Fourth Grade Teacher Reading Academy, Vaughn Gross Center for Reading and Language Arts at the University of Texas at Austin ©University of Texas System/TEA And from the work of: Jan Hasbrouck, Ph.D., Educational Consultant

Common Core Standards Read with sufficient accuracy and fluency to support comprehension. a.Read on-level text with purpose & understanding b.Read on-level text orally with accuracy, appropriate rate, and expression on successive readings c.Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Fluency Terms Automaticity is the quick, effortless, and accurate reading of words. Prosody is reading expressively, pausing for punctuation and phrasing appropriately. Hasbrouck & Hougen, 2012

Model Fluent Reading Obtain two copies of the same book. Conceal the covers, to give the impression that they are different texts. Read the “first” book rapidly, with no phrasing. Read the “second” book with prosody. Ask students which book they prefer.

Fluency Involves… Reading with automaticity, accuracy, and prosody. Phonological, orthographic, and morphological knowledge of letters, letter patterns, and words. Effective and efficient processing of this information in connected text. Hasbrouck & Hougen, 2012; O’Connor, 2014

Fluency Should be taught from the beginning of the reading-acquisition process Has implications for assessment, intervention, and prevention of reading difficulties Hasbrouck, 2010; Wolf, Miller, & Donnelly, 200;National Reading Panel Report, 2000; National Research Council, 1998

Ultimate Goal Comprehension Motivation to read

Causes of Comprehension Difficulties Lack of…. Background knowledge Language foundation Metacognitive skills Ability to organize content & context Decoding skills Fluency Pikulski & Chard, 2005

Fluent readers…. Focus attention on comprehension Do NOT focus on decoding Read effortlessly Enjoy reading

Notable Quotation “There is no comprehension strategy that compensates for difficulty reading words accurately and fluently.” Torgesen & Hudson, 2006

Notable Quote “Monitoring progress is at the heart of a successful program in which instruction is differentiated. Teachers who respect and respond to variability are constantly alert to individual needs and the implications for instruction.” Strickland, Ganske, & Monroe, 2002, pg. 50

Progress Monitoring Important to: 1.Make data-based decision 2.Identify students who require more practice and supplemental intervention Connor et al., 2014

Kindergarten Skills Letter naming Letter-sound correspondence Phrase reading Rereading of decodable & predictable text Honig, Diamond & Gutlohn, 2008

1 st Grade Letter-sound correspondence Word recognition Phrase reading Rereading of decodable, predictable text WPM by EOY O’Connor, 2014; Honig, Diamond & Gutlohn, 2008

2nd Grade Word recognition Phrase reading Reading of grade-level books WCPM by EOY Honig, Diamond & Gutlohn, 2008

3 rd Grade Read grade-level text aloud with appropriate rate, accuracy, and prosody More than 110 WPM by EOY Honig, Diamond & Gutlohn, 2008

WCPM Gains per Week by Grade GradeWords per Week 12 to to 2 31 to to to to.65 Fuchs, Fuchs, Walz, & Germann, 1993

50 percentile ORF EOY norms GradeWCPM at 50 %tile Hasbrouck & Tindal, 2006

NAEP Measures of Prosody Levels 4: Reads with expressive interpretation 3: Reads in 3-4 word phrase groups 2: Reads in two-word phrases, awkwardly grouped 1: Reads primarily word-by-word National Center for Education Statistics, NAEP-Oral Reading Fluency, 2005

Fluency Assessment Students read aloud 1 minute Count number of words read Subtract words read incorrectly Difference is words read correct per minute (WCPM) Assess percent accuracy (in needed) Check with oral reading fluency norms (ORF)

Procedures Encourage best reading (not fastest) Do NOT say “Ready, set go!!!” DO say, calmly, “You may begin now.”

Comprehension Probes Ask 1-2 comprehension questions OR Ask the student to retell the story or summarize the passage

Fluency Instruction Teacher models Repeated reading Partner reading Choral reading O’Connor, 2014

Teacher Models Read aloud in an expressive manner with correct phrasing and intonation. Point out to students what to listen for when reading with prosody. Use think-louds to model how punctuation and content affect prosody. Have students reread the text.

Repeated Reading Fosters fluent word recognition Encourages rapid decoding Increases confidence Enhances comprehension O’Connor, 2014; Hasbrouck & Hougen, 2012

Repeated Reading Procedures Student reads short passage aloud. When student makes an error, hesitates or asks for help, teacher says the word. Student repeats the word and rereads the sentence. Student reread the text three times.

Partner Reading: Benefits Provides repeated reading benefits Increases fluency Increases time reading Maximizes student engagement Provides a model of fluent reading Creates opportunities for individual support Vaughn & Linan-Thompson, 2012; O’Connor, 2014

Pairing Students 1.List students ranked on fluency 2.Divide list in half 3.Pair top student in upper half with top student in lower half 4.Continue until all students have a partner Vaughn & Linan-Thompson, 2004; Hasbrouck & Hougen, 2012

Reading Material Readers at the 1 st or 2 nd grade level: Read passages at the independent or instructional level of the less proficient reader. Readers at the 3 rd grade level and up: May make better progress reading more difficult material. Shanahan, 2014

Partner Reading Procedures 1.Reader 1 reads passage aloud 2.Reader 2 listens and corrects 3.Readers change roles; Reader 2 reads same text as Reader 1. 4.Repeat allowing each partner to read the same text 2 times

Partner Reading Scripts Stop. Read that word again. Yes, that word is …… Reread the sentence. OR No, that word is ……. What word? Reread the sentence.

Sample Retell Reader 2 asks questions about sequence of events in passage Reader 1 retells the passage by answering the questions

Other Fluency-Building Activities Choral reading Echo reading Computer-based and tape-assisted reading Chunking or rereading portions of text Performance reading O’Connor, 2014; Hasbrouck & Hougen, 2012

Let’s try it! Sit with your partner Follow directions provided

Instruction vs. Assessment INSTRUCTION Repeated readings Independent or instructional level Students count words, chart and graph ASSESSMENT Three different texts Read 1 minute each Grade-level material Teacher scores and records Hasbrouck & Hougen, 2012; Hasbrouck, 2010

Research indicates… Oral, guided reading practice improves fluency for all students Silent, independent reading is not sufficient to improve fluency Cueing for accuracy and rate helps Better transfer when passages have a high degree of word commality Hasbrouck, 2004; O’Connor, 2014

Research indicates… Repeated reading is the “gold standard” Combine strategies for best results and to motivate students – Modeling – Repeated reading – Progress monitoring Hasbrouck, 2010

Review & Exit Cards Most important points learned (B) Continuing concerns or questions about fluency (A)

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