1. DR. JOANNE ROBERTSON JULY 14, 2014 POLYTECHNIC UNIVERSITY, HK Thematic Course on Supporting Students with SEN: Fluency

2. Shape of the Day From Vocabulary to Fluency Definitions of Fluency Problems with Fluency Fluency-oriented reading instruction ideas Assistive Technology for struggling readers

3. Rapid Fire Questions Partner A - 60 seconds to ask your partner as many questions as you like Partner B – answers the question or says “Pass”; Partner A – notes the answers Switch partners Whole group – Partners introduce each other

4. What is Fluency? Fluency is reading with: accuracy speed expression understanding Fluency is reading with appropriate phrasing, intonation, speed, pace, and attention to the pronunciation. (Johnson & Keier)

5. Key Elements of Fluency Recognizing and pronouncing the words accurately Reading at the right level of speed for the purpose and level of text Using the voice to express meaning, including pausing and phrasing in line with the punctuation Effective readers, even at their earliest levels, read in phrases rather than word by word. (Allington, 2005)

6. Problems with Fluency Student reads: slowly in a monotone ignoring punctuation with a choppy " start and stop" rhythm (“robot” voice) without monitoring understanding without self-correcting Word by word reading

8. Problems with Fluency Even when students recognize many words automatically, their oral reading still may be expressionless, not fluent. To read with expression, readers must be able to divide the text into meaningful chunks. Readers must know to pause appropriately within and at the ends of sentences and when to change emphasis and tone. Reading Rockets

9. Problems with Fluency For example, a reader who lacks fluency may read, probably in a monotone, a line from Bill Martin Jr's Brown Bear, Brown Bear as if it were a list of words rather than a connected text, pausing at inappropriate places: Brown/ bear brown/ bear what/ do/you see. A fluent reader will read the same line as: Brown bear/Brown bear/What do you see?/

10. Discussion Questions 1. What types of strategies and materials should you use to model fluent reading and enhance students’ ability to read with fluency? 2. Which technology tools can support the development of reading fluency?

12. Two Major Instructional Approaches 1. Repeated and monitored oral reading Students who read and reread passages orally as they receive guidance and/or feedback become better readers. Repeated oral reading substantially improves word recognition, speed, and accuracy as well as fluency. To a lesser but still considerable extent, repeated oral reading also improves reading comprehension. Repeated oral reading improves the reading ability of all students throughout the elementary school years. It also helps struggling readers at higher grade levels. oral reading practice is increased through the use of audiotapes, tutors, peer guidance, or other means.

13. Two Major Instructional Approaches 2. Silent, independent reading Research has not yet confirmed whether independent silent reading with minimal guidance or feedback improves reading achievement and fluency. The research suggests that direct instruction in reading is the best predictor of reading achievement. However, it is important for students to be given time to apply their reading skills through silent reading with a book at their independent level (read with 95% word accuracy).

14. Texts and Strategies to Practice Fluency Texts with sing-song patterns Texts with words arranged in phrases Texts with characters talking Choral Reading (e.g. Big books) Reading for an audience (e.g. Reader’s Theatre) Group/partner reading Daily morning message Favourite poems Shared writing (e.g. class stories)

15. Developing Fluency The best strategy for developing reading fluency is to provide your students with many opportunities to read the same passage orally several times. To do this, you should first know what to have your students read. Second, you have your students read aloud repeatedly.

16. http://www.youtube.com/watch?v=8 a13-JbxC98 Texts with Sing Song Patterns

17. Texts with Words Arranged in Phrases

19. The Magic Hat What’s In? What’s Out? - Vocabulary Read Aloud - Fluency

22. Oh the magic hat, the magic hat! It moved like this, it moved like that! It spun through the air From way over there And sat on the head of a …. The Magic Hat

23. Oh the magic _____, the magic ______! It moved like this, it moved like ______! It spun through the _____ From way over _________ And sat on the ______ of a …. The Magic Hat

24. Prompts to Enhance Fluency How do you think that sounded? Put the words together. Make it sound like talking. Was that smooth or choppy? Look at the punctuation. What does it tell you to do with your voice? Can you read it quickly? Can you make it sound like the character?

30. Texts with Characters Talking

31. Give Students Strategies and Models Model how to:  read fluently and expressively  address different types of oral reading issues (e.g., stopping to think aloud about what isn't working)  self-assess fluency using tracking tools  http://www.youtube.com/watch?v=8OVZYEGFfU k http://www.youtube.com/watch?v=8OVZYEGFfU k

32. Fluency Instruction Should be with a text that a student can read at their independent level so students are able to practice on speed and expression rather than decoding. Independent LevelRelatively easy for the student to read (95% word accuracy). Instructional LevelChallenging but manageable for the reader (90% word accuracy). Frustration LevelDifficult text for the student to read (less than 90% word accuracy).

33. Assistive Technology “The abundance of assistive technology available to support literacy skills of students with significant disabilities is promising.”

34. Technology Suggestions for Building Fluency Audio and video recording device Tools for tracking progress Tools for marking text (e.g., highlighting, underlining, changing font size, color coding, adding comments) eBooks Audio books

35. Assessing Fluency

37. Diagnosing… Typically if a student’s fluency is low, but word reading accuracy in grade-level texts is adequate, a teacher can provide intervention focused just on improving fluency. But if diagnostic assessments indicate other areas of weakness, a more comprehensive intervention may be needed. Jan Hasbrouck, Reading Rockets

38. Planning for the Practicum… What does your student need most?? Oral Language Development Phonological Skills Development Vocabulary Development Phonics Instruction Reading Fluency Reading Comprehension Group Discussion Planning/Preparing