1. Fluency Instruction
TLED 432/532

2. Fluency: Building the Bridge…
Identifying Words
Constructing Meaning
Fluency: The bridge between the ability to identify words and the ability to construct meaning.

3. What is Fluency?
Reading Fluency is the ability to read with accuracy, expression, comprehension and appropriate rate. (Rasinski,2002)
Rate
Accuracy
FLUENCY
Expression
Comprehension

4. Unpacking the Components
Speed/Rate – “The speed of language”, a natural rate for listening and understanding.
Accuracy – The student recognizes most words automatically with little effort or attention ( Samuels, 2002).
Expression – Phrasing, tone, and pitch.
AKA: Prosody

5. Unpacking the Components
Comprehension
Constructing meaning with the text.
The GOAL of fluency instruction

6. Why is Fluency Important?
Students who are fluent readers are better able to devote their attention to constructing meaning.
Extensive time/memory devoted to decoding = less attention to comprehension (LaBerge & Samuels, 1974).
Fluency does not guarantee comprehension, but comprehension is difficult without it.

7. How Does Fluency Develop?
Fluency develops over time with modeling and instruction, guided and independent practice, and reading a variety of texts.
Fluency develops as children read interesting and manageable texts (at least 95% accuracy rate) every day.

8. Fostering Fluency Modeled Reading Reading aloud fosters: Motivation
“ Every time we read aloud we are sending a “pleasure” message to the child’s brain.” (Trelease, 1995)
Reading aloud fosters:
Motivation
Aesthetic enjoyment
Experience with fluent reading.

9. Fostering Fluency Buddy Reading
Children practice reading a book to a younger child.
It enables older learners to read easy books designed for young children while building confidence and increasing motivation.

10. Fostering Fluency Paired Reading- Reading “Training Wheels”
An activity with two readers,
one more experienced than the other.
Pair begins reading together
Using a non-verbal cue, the less experienced reader lets the partner know when they are ready to read alone
At an error, the more experienced reader joins back in at same volume, or “shadows” quietly for support.

11. Fostering Fluency Readers Theater
Is an authentic oral reading activity in which readers perform a play using just their voices ( no props, sets, etc.)
A story is adapted in script format (or prepared plays may be used)
The goal is to read a script effectively so that the audience can visualize the action.

12. Fostering Fluency Guided Instruction
Mini-lesson focuses on different aspects of fluency using a variety of approaches
Repeated reading
Phrased texts
Neurological Impress
Guided practice occurs individually or in small groups
Teacher listens and provides feedback on fluency.

13. Assessing Fluency/Fluency “Norms”
Fluency Norms based on Words Correct Per Minute ( WCPM)
Grade Fall Winter Spring
1st
n/a 60
2nd 53 78 94
3rd 79 93
114
4th 99
112
118
5th
105
128
6th
115
132
145
7th
147
158
167
8th
156
171

14. Cautions for Fluency Instruction
Q: How fast should a child read?
A: Fast enough to understand a text.
( J. Samuels, IRA-May, 2006)
Fluency instruction should be in the service of meaning… not an end unto itself.
“Fluency is not a DIBELS race.”
(T. Shanahan, March, 12, 2007)