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Ellhart Community Schools

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1 Ellhart Community Schools
Strategy #10 Building Fluency 12/11/2019 Ellhart Community Schools

2 the ability to read text accurately and quickly.
Reading Fluency is… the ability to read text accurately and quickly. Read slide 12/11/2019 Ellhart Community Schools

3 Ellhart Community Schools
“Fluency varies with different types and difficulty levels of text. A sign of a reader is when both speed and support are adjusted to suit the demands of the text.” ~ Briggs & Forbes, 2002 (Allow participants time to read slide.) In all reading whether silent or oral, the speed is adjusted for the purpose of the text. 12/11/2019 Ellhart Community Schools

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Fluency Components… 1. Rate 2. Accuracy in reading 3. Automaticity (ability to recognize words without conscious decoding) 4. Phrasing 5. Smoothness 6. Expressiveness (Zutell & Rasinski, 1991) Fluency involves multiple components. (Allow time for participants to read the slide.) Fluent readers should not only be able to decode words automatically but interpret the lines with appropriate phrasing and expression reflecting the meaning of the passage. Fluent readers can read text with speed, accuracy, and proper expression. Oral reading should mimic the sounds of everyday speech. 12/11/2019 Ellhart Community Schools

5 “Fluency is important because
it provide a bridge between word recognition and comprehension” ~ Briggs, 2003 According to the Center for the Improvement of Early Reading Achievement in their “Put Reading First” publication, because fluent readers do not have to concentrate on decoding the words, they can focus their attention on what the text means. Fluent readers recognize words and comprehend at the same time. A recent large-scale study by the National Assessment of Education Progress (NAEP) found that 44% of a representative sample of the nation’s fourth graders were low in fluency. The study also found a close relationship between fluency and reading comprehension. Students who scored lower on measures of fluency also scored lower on measures of comprehension, suggesting that fluency is a neglected reading skill in many American classrooms, affecting many students’ reading comprehension. 12/11/2019 Ellhart Community Schools

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Read Too Slowly… Lose Meaning “15% of all 4th graders read no faster than 74 words per minute, a pace at which it would be difficult to keep track of ideas as they are developing within the sentence and across the page ~ Pinnell, et. al. 1995 (Read Slide) According to Timothy V. Rasinski in his article, “Speech Does Matter in Reading,” excessively slow reading leads to less overall reading, poor comprehension, and reading frustration. Students need to reading appropriate text in order to practice increasing reading speed. Texts should be well within the student’s independent-instructional range. 12/11/2019 Ellhart Community Schools

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Silent Reading Rates Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade Harris and Sipay as quoted in Allington suggest these reading rates as benchmarks for each grade. Having students read silently for a minute and counting the number of words gives them a knowledge of their reading rate. The aspect of “timing your reading” adds a game element to this assessment. If students are asked to read the same passage again, they will find that they can improve their “time.” Remind students that even though the words are read quickly, meaning still needs to be maintained. 12/11/2019 Ellhart Community Schools

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Cycle of Defeat The more difficulty you have recognizing words = the more you avoid reading tasks The less you read = the less you learn Allington describes this cycle of defeat. Nonfluent readers are most often struggling because of lack of practice with reading. In order to increase fluency, it’s important to start students at their independent reading level to get over that first hurdle of decoding words. The less you read = the less fluent you are 12/11/2019 Ellhart Community Schools

9 Teaching Reading Fluency
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10 Scaffolding Fluency Instruction…
Explicit instruction in each of the fluency components will reap big benefits in comprehension. Reading fluency growth is greatest when students are working directly with a teacher. Struggling readers especially need direct instruction. 12/11/2019 Ellhart Community Schools

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The Findings of the National Reading Panel Report on Fluency Instruction The Report of the National Reading Panel lists several findings on reading fluency. (next slide) 12/11/2019 Ellhart Community Schools

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Findings… Repeated and monitored oral reading had a significant positive impact on word recognition, fluency, and comprehension. Fluency instruction was appropriate for children in Grades 2 through high school, particularly for struggling readers. Fluency instruction was equally effective for good and poor readers. There was NO evidence to support the effectiveness of encouraging independent and recreational reading, as for example in sustained silent reading programs. According to the NRP report, there is common agreement that fluency develops from reading practice. The panel found that guided repeated oral reading procedures were effective in improving reading fluency and overall reading improvement but that there was little evidence to support the idea that independent reading or sustained silent reading would increase fluency and reading skills. They also found that fluency instruction was appropriate for any age child. 12/11/2019 Ellhart Community Schools

13 Instructional Practices That Foster Fluency
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Teachers Read Aloud It is critical that the teacher provides a model for fluent reading. As the teacher reads, the student hears the musical flow of the story in the phrasing and expression. (Allow time for participants to read the slide.) As with the other 9 strategies, the practice of the teacher reading aloud is invaluable to the teaching of reading fluency. Fluent reading should be modeled every day, but it does not have to be done with a lengthy book. Poems and picture books work just as well. Reading just certain parts of stories or books can also be effective. 12/11/2019 Ellhart Community Schools

15 Repeated Oral Readings
Fluency develops as a result of many opportunities to practice reading with a high degree of success. Research shows that re-reading text up to 4 times produces optimum results. ~ O’Shea, Sindelar, and O’Shea (1985) The NRP came out strongly in favor of repeated reading and similar techniques for promoting reading fluency. They concluded that repeated reading practices had a positive effect on word recognition, reading speed, and comprehension at a variety of grade levels. This practice is effective for achieving fluency for non-impaired students at least through Grade 4 and on students with a variety of reading problems from elementary to high school. 12/11/2019 Ellhart Community Schools

16 Other Instructional Practices to Foster Fluency
Choral Reading Reader’s Theatre “Buddy” Partnership Reading Neurological Impress Reading Tape Assisted Reading (Read Slide) 12/11/2019 Ellhart Community Schools

17 Teaching Phrasing, Expression and Attention to Punctuation
Woman without her man is nothing. (Pauses make DIFFERENCES.) He broke the glass. (Stress makes a DIFFERENCE.) What ARE you doing? What are YOU doing? What are you DOING? WHAT are you doing? (Emphasis makes a DIFFERENCE.) Many struggling readers read in a choppy fashion that breaks apart meaningful phrases and need to be taught how reading flows. Reading Aloud and Choral Reading are very helpful to show students how to make their reading flow. Students also need to be directly taught how punctuation signals a pause in reading. Show students that pauses and speed change, or junctures, make a difference in meaning. Write the following two sentences on the overhead, chalk board, or have them ready on a handout – Ask for volunteers to read the sentences. Woman: without her, man is nothing. Woman without her man is nothing. The words that are emphasized or stressed can also make a difference. Take a minute to read the examples of how phrasing and expression can affect comprehension. 12/11/2019 Ellhart Community Schools

18 Assessing Students’ Reading Rates
The number of words read correctly per minute is an important indicator of a student’s progress in all aspects of reading. Research has shown strong correlations between standardized achievement test scores and the number of words read correctly per minute. Fluency should be formally and informally assessed regularly to insure that students are making adequate progress. 12/11/2019 Ellhart Community Schools

19 Assessing Students’ Reading Rates
Running Records Timed samples of student reading: One-minute Timed Reading: Total words read – errors = words correct per minute Informal Reading Inventories Monitoring student progress in reading fluency will help you determine the effectiveness of your instruction, set instructional goals, and help students set their own goals for fluency improvement. 12/11/2019 Ellhart Community Schools

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“The goal in fluency instruction is not fast reading, although that happens to be a by-product of the instruction, but fluent meaning-filled reading.” ~ International Reading Association It is important to remember that while students can be trained to read fluently, and acquiring fluency for many struggling readers is a step toward becoming a skilled reader, this instruction should not ignore, and does not preclude, comprehension of the text. 12/11/2019 Ellhart Community Schools

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Strategy #10 Building Fluency 12/11/2019 Ellhart Community Schools


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