Fluent Reading Non-Fluent Reading
Fluency is the ability to read a text accurately,
quickly, and with expression. Develops gradually over time and with
practice. Is not the same as automaticity (fast,
effortless word recognition) Includes reading with expression, by
dividing the text into meaningful chunks.
Changes depending on the text being read.
Closely correlates to reading comprehension
LET’S TRY SOMETHING…
What does it feel like to struggle with reading fluency?
When setting up fluency
practice session using decodable
text (i.e., text that contains a high
percentage of decodable words),
it is helpful for the teacher
to read a portion of the text
as students look at the text and
listen to the teacher.
They attend to the teacher’s
modeling of punctuation, chunking
of phrases and clauses, and stressing
of important words. This modeling
provides a positive framework for
the students to strive for when
they read. Unknown words or words
that contain less-familiar letters or
patterns should be previewed.
Discussion Questions
What did you struggle with while reading this passage?
What was hard? Why?
How does this help you identify with struggling students?
When setting up fluency practice sessions using decodable text (i.e., text that contains a high percentage of decodable words), it is helpful for the teacher to read a portion of the text as students look at the text and listen to the teacher. They attend to the teacher’s modeling of punctuation, chunking of phrases and clauses, and stressing of important words. This modeling provides a positive framework for the students to strive for when they read. Unknown words or words that contain less-familiar letters or patterns should be previewed.
Discussion Questions
How much were you able to comprehend?
How does this differ from the first time you were exposed to the
passage?
Instructional implications…..
Determining A Student’s Reading Level
Correct Number of Words Read
Total Number of Words Read
PercentAccuracy=÷
Mrs. Smith gave Joey a passage to read from his 3rd grade Social Studies text book. The reading level of the passage is approximately 3rd grade. Joey read 69 out of 74 words correct during his 1 minute timed reading. Is the text at his independent, instructional or frustration reading level?
Let’s remember… 95-100%-Independent 90-94%-Instructional Below-90%-
Frustration
93% -- Instructional Level Text
Oral Reading Fluency Target Rates Grade Fall (WCPM) Winter (WCPM) Spring (WCPM)
1 10-30 30-60
2 30-60 50-80 70-80
3 50-90 70-100 80-110
4 70-110 80-120 100-140
5 80-120 100-140 110-150
6 100-140 110-150 120-160
7 110-150 120-160 130-170
8 120-160 130-170 140-180
9-12 200-300Source: Adapted from AIMSweb: Charting the Path to Literacy: 2003 and “Curriculum Based Oral Reading Fluency Norms for Student in Grades 2-5”. (Hasbrouck & Tindal, 1992)
9 Steps to Build Fluency1. Develop orthographic/phonological
foundations (letter knowledge, phonemic awareness, phonics).
2. Increase vocabulary and oral language skills.
3. Effectively teach high-frequency vocabulary and provide lots of practice to use the words.
4. Teach common word-parts and spelling patterns.
5. Effectively teach decoding skills and provide adequate practice.
6. Provide students with appropriate texts to assist in building fluent reading.
7. Use guided oral repeated reading strategies for struggling readers.
8. Support, guide, and encourage wide-reading.9. Implement appropriate screening and
progress monitoring assessments.
(Pikulski, J.J., & Chard, D.J. (2005). Fluency: Bridge between decoding and reading comprehension. The Reading Teacher, 58 (6), 510-519.
Something else to think about:
“Fluency is the ability to read text quickly, accurately, and with proper expression.” (National Reading Panel) What is the role of prosody in fluent
reading? Why is prosody important? Should teachers spend time modeling
prosody and encouraging students to read with expression?
Connections among prosody, comprehension, and reading rate:
If students read with expression, it helps them understand what they are reading.
Reading with prosody indicates that the student is apprehending the meaning of what is being read—prosody reflects comprehension.
Fluency Screening and Progress Monitoring
DIBELS NEXT Benchmark DIBELS NEXT DORF (Dibels Oral Reading
Fluency) Passages of connected text at student’s
grade-level, from multiple contents. Pieces of connected text at student’s
instructional reading level (90-94% wrc), from multiple contents.
Strategies for Teaching Fluency
Model, Model, Model Fluent Reading Practice, Practice, Practice…Students
“Perform” frequently for the class Teach chunking and phrasing FCRR Fluency Activities Readers’ Theater (
http://www.aaronshep.com/rt/)
A Great New Resourceteachwithpicturebooks.blogspot.com
Resources Developing Fluency: Theory, Research
and Practice (Sharon Walpole, Univ. of Delaware)
Thinking about Oral Reading Fluency as an Index of Reading Competence (Torgesen, Nettles, and Petscher, FSU and FCRR)
Florida Center for Reading Research Aaron Shepherd’s Readers’ Theater
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