Fluency Cohort II - CDE · zKnow the role of fluency in word recognition, oral reading, and comprehension. ... zFast effortless word recognition comes with reading practice. zOverlearning

Colorado Reading First, 2005 Foundational I – Summer 2005

FluencyFluency

Colorado Reading First, 2005

Reading Component: Fluency

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Reflection Activity

What is your current understanding about fluency instruction in the classroom?



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Content Standards

Know the role of fluency in word recognition, oral reading, and comprehension.

Recognize instructional strategies to build fluency at the word recognition and oral text reading levels.



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What is Reading Fluency?

The ability to readaccuratelyquickly with expression

Why is Fluency So Important?

Larger Vocabulary

Increased Comprehension

More Words Greater

Motivation

Fluency leads to…

Smaller Vocabulary

Limited Comprehension

Fewer Words Lack of

Motivation

Lack of Fluency leads to…

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Fluency and Reading Volume

8,0000.110%106,0001.330%282,0004.650%622,0009.670%

1,823,00021.190%4,358,0006598%

Words Read Per Year

Independent Reading Minutes Per Day

Reading Percentile

Cunningham and Stanovich, 1998



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In Other Words…

10th Percentile Reader

90th Percentile Reader



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Working Memory and Automaticity

Processing Task

Processing Task

Less Fluent Reader More Fluent Reader

Working Memory



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Automaticity

The ability to accurately and quickly recognize many words as whole units.Fast effortless word recognition comes with reading practice.Overlearning



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How We Learn Words

Slower, sound it out route

Word FORMDirect, automatic route

SoundsLetters



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What is Accuracy?

When words are decoded correctly.The idea that practice makes perfect .



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Reading Materials

Level

Accuracy and Reading Levels

Hasbrouck, 1998

0%

20%

40%

60%

80%

100%

90% Fluency and Below: Frustration Level

91 to 96% Fluency: Instructional Level

97% Fluency and Up: Independent Reading

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Problems with Accuracy

Weak phonemic awarenessWeak phonics skillsLack of vocabularySkills have not been taughtText too hardNot enough opportunites for practice

When a student misreads words, the teacher must identify whether it is because of:



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1. Work with a partner. One participant is the student and one is the teacher.

2. Teachers and students read your own directions at the top of your handout.

3. Don’t peek at the passage.4. Teacher times for one minute as student

reads the passage orally.

Activity: Teacher/ Student Fluency



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5. Teacher removes the student’s passage.6. Teacher asks comprehension questions

and calculates the student’s accuracy.7. Teacher calculates the number of correct

words read per minute (CWPM).

Activity: Teacher/ Student Fluency (cont.)



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Reflection Activity

Identify the factors that may have inhibited your fluency while reading the text.



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What Do Fluent Readers Do?

Adjust reading rate Read with prosodyDetect known spelling patterns to aid in decoding wordsActivate vocabularyAttend to meaning as they read



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Fluent readers…

The fluent reader sounds good, is easy to listen to, and reads with enough

expression to help the listener understand and enjoy the material.

Charles Clark, 1999



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What Do Less Fluent Readers Do?

Have slow, halting decodingRead word-by-wordDisplay difficulty with sight wordsHave slow, inconsistent, laborious speedRead with poor phrasing and expression Ignore punctuation



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Factors that inhibit fluency…

Unfamiliarity with textLimited vocabularyDifficulty with syntaxDecoding breakdown

When the reader focuses all of their attention on word recognition, it drains ones mental capacity, and

thereby leaves little room for comprehension!



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Measuring Reading Fluency

the number of words in text read correctly per minute (wcpm)

or…letters, sounds, words



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Oral reading1:1 for 60 seconds

Track errors; NOT miscue analysis



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Oral Reading Fluency Errors

MispronunciationSubstitutionsHesitations/No Attempt – (3-5 seconds)OmissionsWord reversals

girl



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Noted, But Not Counted As Errors

Self-correctionsRepetitionsDialect, speech impairments Punctuation errorsInsertions

12311294410792713897251253231

Springwcpm

Winterwcpm

Fallwcpm

Grade

Oral Reading Fluency Norms 200550th percentiles

How Fluent Do You Need to Be?

Hasbrouck and Tindal, Jan. 2005



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What Do I Do for Students Who Do Not Reach Fluency Targets?

Determine whether the problem is accuracy or fluency!Look for possible patterns

NOTE: If students are not firm on word recognition skills, focusing on increasing speed will be counter productive!



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How to Build Accuracy

Identify word recognition error typesProvide systematic word recognition instruction on specific skillsPre-teach word types in the text prior to readingStructure time for practice



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Word Recognition Instruction

High frequency / sight words: is, be, to, us, am, in

High frequency phrases:by the dog; for the day; on the bed; over the top

Reading decodable textThe mad cat’s hat; the sad cat’s black hat



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Sight Word Drill

saidyouhavethewasthewassaidhaveyou

havethewassaidtheyouhavethehasyouwastheyouhavehasyousaidhavewasthe

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Patterned Word Lists

capecappanepanpalepalcapecap

panepanpalepalcapecappanepanpalepal

cophotjobrobbobcophophotcopbobrobhotjobcophoprobjobcophotbob

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Steps to Reading Connected Text

The frog jumps in the pond.

Word Readingpond the in frog

the frog jumpsPhrase Reading

jumps

in the pond

Sentence Reading



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Teacher reads the text with and without prosody.Students analyze text for clues to prosody.Students add “signals” to text.Students practice reading.

Prosody

.

,



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How To Build Reading Fluency

Fluency instruction and modeling– Read aloud, think aloud, echo reading, choral

readingDaily practiceTimed repeated readingsSet goalsGraph fluency progress



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Oral, guided reading practice—at an appropriate level of difficulty-- improves fluency for “typical”students

Independent practice (silent reading) NOTsufficient to improve fluency

Key Research Findings

Poor readers pick up “bad” habits!



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INSTRUCTION for INTERVENTION

FOLLOWING A MODEL: Reading along with a model of accurate reading from an audio tape/CD ORa skillful reader

REPEATED READINGStudents reread passage orally to themselves or a partner — until predetermined goal achieved (30-40 words above baseline)



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PARTNER READINGEFFECTIVE way to involve students

Increases instructional TIME ON TASKPROCEDURE

Assign students partners Designate amount to read to partnerWhen an error is heard, teach students to use the “Ask, then Tell” procedure:

AskAsk “Can you figure out this word?”TellTell “The word is _________.” “Read the sentenceagain.”



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What are students learning when they work on fluency?

Depending on relative text difficulty:

How to read words efficientlyHow to make sense of the text/prosodic features



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MONITORING PROGRESSStudents graph their performance:

“Cold” reading first; then again after practice



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What do we know about fluency?

Classroom interventions can improve children’s reading significantlyClassroom interventions are practical. They can be carried out over a school year.We know children can read difficult material with appropriate support.

We want children to have time during the day to read easy material as well.



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Bridge to ComprehensionFluency forms the bridge between word recognition and comprehension

Identifying Words

ConstructingMeaning

FLUENCY



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Thinking About ELL

The same good instructional practices Emphasis on:– Listening to models of good language– Repeated readings– Choral reading– Partner reading



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Reflection Activity

Reflecting on your initial thoughts, what have you learned today in fluency and how do you envision implementing your new learning?



45Allington & Cunningham, 2002)

“Regardless of how book difficulty is determined, it is critical that all children in a classroom, including the least able readers, have easy “fingertip” access to books that they can read accurately, fluently, with good comprehension…Easy reading material develops fluency and provides practice in using good reading strategies.”

Do Remember…

Documents

Fluency Cohort II - CDE · zKnow the role of fluency in word recognition, oral reading, and comprehension. ... zFast effortless word recognition comes with reading practice. zOverlearning