1. Reading Fluency: A Discussion ofthe Qualms of a Fluent
Reader Kaylin Griham Selena Jordan Remona Moore
2. Whats known about readingfluency? Its well developed word
recognition Its a critical component of skilled reading Its often
neglected in the classroom Its developed from reading Two methods
are agreed on Studentreading with directed feedback Self-selected
independent reading time Fluency can be developed in theclassroom.
3. Fluent ReadersIssomeone who can read with Speed Accuracy Proper
expression 4. Teachers Role in the process Teachers have a great
role in helping studentswith fluency through: Guided oral reading
with feedback Shared reading Peer reading Repetition Readers
theater The use of songs and lyrics These are just some examples
teachers canuse. 5. Is reading fluency important? Yes,but its not
the only one essentialcomponent in measuring overall
readingabilities. Students need to have guided instructionto help
them with their reading fluency. Finding fun and functional ways to
reachour older students is key to helping thembecome fluent
readers. Finding what works for them. 6. What works, what doesnt
Repeated reading of passages increasesfluency. Reading something
more than 4 times shows itto become less significant Corrective
feedback improves fluency. Somefeel that this helps more than
independentreading. Young people are motivated by music. Some
computer programs have shown to helpstudents reading fluency in the
classroom. 7. Key Intervention Elements forTeachers! Make sure
students posses the necessary skills needed. Havingthe key people
needed to help students. Follow the same schedule for consistency.
Remember student need you! 8. The Big Idea Students need to have
many opportunities to work on fluency for them to become fluent
readers. It is a key compliant in teaching but not the only
important one for overall reading skills. For years teachers have
left it out but have shifted to making it the most important
element. There has to be an over all balance of all the elements
with fluency being one of them. 9. Selena says Allarticles were
found using EducationResearch Complete Subjects range from fluency
and the ESLstudent to learning disabilities 10. Trends in Past
Research There were two main points that were common: Motivation
and confidence to promote fluency Use of a variety of instruction
11. Trends in Current ResearchThe common thread that will
promoteexcellence in fluency is the educator takingan active role
by providing engaginginstruction. 12. Remona says
https://www.dropbox.com/s/bttz3mhwyz1
f8nf/Video%20Mar%2007%2c%209%2025% 2039%20PM.mov 13. Conclusion NRP
1999 vs 2000Positive findings were made in the researchstudies used
in both the 1999 and 2000 reportspresented by the National Reading
Panel. Bothstudies determined that reading practice was astrong
determining factor in a students fluencyand comprehension levels.
The 1999 reportidentified over three hundred studies thatanalyzed
the effects of guided oral reading aseffective instructional
practices for fluencyinstruction. 14. Conclusion NRP 1999 vs
2000However, only 16 studies met the researchcriteria. Within the
2000 report, the panelexamined 51 studies that focused onreading
fluency instruction. The studiesdetermined a strong correlation
thatteaching reading fluency would improveoverall reading
achievement. The analysisalso determined that fluency
instructionstrengthens students decoding and wordrecognition. 15.
Conclusion NRP 1999 vs 2000Research used in the 1999 report focused
onindependent silent reading. The studiesindicated that independent
silent reading wasnot a tool for assessing reading fluency due
tothe findings that silent reading does not providestudents with
specific feedback. Also, studiesusing silent reading did not
actually assessfluency. Comprehension and changes invocabulary were
the main focus of theresearch. 16. Conclusion NRP 1999 vs 2000The
2000 report states quality fluencyinstruction must include oral
readings asopposed to silent readings. Providingspecific feedback
was determined to bean essential feature for student fluencygrowth
within the studies used in the 2000report. Finally, the 2000 report
includes theuse of technology as a tool in supportingstudents
fluency improvements
