1. Gail E. Tompkins California State University, Fresno
Literacy in the Middle Grades Chapter 5 “Eliminating Obstacles to Fluency”
Gail E. Tompkins
California State University, Fresno
Prepared by
Helen Hoffner
Holy Family University
This multimedia product and its contents are protected under copyright law. The following are prohibited by law:
any public performance or display including transmission of any image over a network;
preparation of any derivative work, including the extraction, in whole or in part, of any images;
any rental, lease, or lending of the program.
© 2010 Pearson Education, Inc. All rights reserved.

2. Reading Fluency…what is it?
Components of Reading Fluency
Accuracy
Accuracy refers to the ability to recognize words automatically.
Speed
Reading speed refers to the rate at which students read. To read fluently, students must read at least 100 words per minute.
Prosody
Prosody is the ability to orally read sentences expressively, with appropriate phrasing and intonation.

3. Dysfluent readers…who are they?
Read hesitantly and without expression
Struggle with comprehension
There is NO SINGLE COMMON problem
Refer to Figure 5-1 in text on p. 119 for detailed list of characteristics

4. How to diagnose Dysfluent Readers
By the time students reach 4th grade, they SHOULD be fluent readers
Teachers need to identify struggling readers (those who have instructional reading levels more than a year below their grade level)
Teachers need to screen these students for fluency problems by listening to them read aloud in an instructional-level text
While listening, the teacher needs to determine which fluency component(s) the student struggles with
There are commercial tests that can also be used

5. Chapter 5
Word-Identification Strategies : Strategies students use to read unfamiliar words
Phonic Analysis
Decoding by Analogy
Syllabic Analysis
Morphemic Analysis
Students’ choice of strategy depends on their knowledge about words and the complexity of the unfamiliar word.

6. Four Principles of Fluency Instruction
Chapter 5
Four Principles of Fluency Instruction
Teachers model fluent reading for students.
Teachers provide support while students are reading.
Teachers have students do repeated readings of brief texts.
Teachers focus students’ attention on chunking words into meaningful phrases.

7. Helping Dysfluent Readers
Chapter 5
Helping Dysfluent Readers
Word Wall
Words posted on the wall that would be considered high-frequency for grade level and/or content
High Frequency Words are the common words that students read and write-should also be their sight-word vocabulary (see list on p. 125 in text)
Minilessons
10-20 minute lessons which focus on a specific skill/strategy
Guided Reading
Meeting with small groups of students at same/similar instructional reading level

8. Helping Dysfluent Readers (Continuted)
Choral Reading
Small groups of students read poems aloud to classmates.
Readers Theatre
Students practice reading story scripts.
Partner Reading
Pairs of students read or reread books together.

9. And yet more ways to help…
Silent Sustained Reading (SSR)
Providing time for students to silently read a book at their independent reading level
Listening Centers
Students read along in a book at their independent reading level while listening to it being read aloud on a CD or audiocassette at a listening center

10. Chapter 5
Reading Stamina
Reading stamina refers to the ability to read silently for increasingly longer periods of time.
Students develop reading stamina by reading books at their independent level.
Teachers use periods of SSR to help students develop reading stamina.

11. Round Robin Reading should not be used because the practice:
Chapter 5
Round Robin Reading should not be used because the practice:
Wastes valuable class time
Embarrasses struggling readers
Encourages inefficient reading habits

12. Writing Fluency…what is it?
Fluent writers spell words automatically and write quickly
They can focus on their ideas
Components of writing fluency
Accuracy
Writing speed
Legibility
Voice

13. Helping Dysfluent Writers
Chapter 5
Helping Dysfluent Writers
Quickwriting
Students write rapidly and without stopping as they explore an idea.
Daily opportunities for assisted and unassisted practice
Students become fluent writers as they practice writing.

14. Components of Writing Fluency
Chapter 5
Components of Writing Fluency
Accuracy
Fluent writers write most words automatically.
Writing Speed
Students must write quickly to keep pace with their thinking.
Legibility
Students must be able to decipher what they have written.
Voice
Voice gives an emotional feeling to a piece of writing.

15. Chapter 5
Writing Stamina
Young adolescents must be able to rapidly form letters and spell words.
Students become fluent writers as they practice writing, and they need opportunities for both assisted and unassisted practice.