Linda Lane



Parent Involvement Project

A parent newsletter was created to highlight background information along with a fluency folder containing activities that can be used to engage students and parents in fluency practice. The fluency folder (use of a folder enables all students and families to receive the necessary materials simultaneously) contains poems with phrase markings and fluency scoops. Poetry written specifically for repeated readings, partner reading, and prosody practice are also highlighted and included for family use. The poems used vary in readability levels to ensure children are reading at their independent level.

Joke excerpts from children’s joke books are included for prosody practice. Take Home Decodable Readers from reading programs support phonics/spelling pattern learning. The goal is to provide families with numerous materials to choose from that will support fluency practice and engage both students and parents. The materials should be added to and changed periodically throughout the year to promote continued growth as fluency and readers develop. (See attached parent newsletter)

The research on fluency is very clear. According to Hudson, Lane, and Pullen (2005) “reading fluency is one of the defining characteristics of good readers; and a lack of fluency is a common characteristic of poor readers” (p.702). Accurate word reading is a vital component to access the author’s intent. Slow laborious reading derails students to comprehend and construct meaning of text. Poor prosody also leads to misinterpretation of word groupings and inappropriate application of expression (Hudson, et al. 2005). Many links have been researched between reading proficiency and accuracy, prosody, and reading rate. Evidence-based instructional methods to develop fluency discussed in this article include: modeling fluent oral reading (Blevins, 2001; Rasinski, 2003 as cited in Hudson et al., 2005), providing instruction and feedback to correct fluency mistakes (NICHD, 2000; Snow et al., 1998 as cited in Hudson et al., 2005), providing support and model for readers (Rasinski, 2003 as cited in Hudson et al., 2005), providing numerous materials at student’s independent reading level. (Allington, 2000 as cited in Hudson et al,, 2005), offering many opportunities for practice using repeated readings gradually progressing to more difficult text ( Chard et al., 2002; Meyer & Felton, 1999; Rasinski, 2003; Samuels, 1979 as cited in Hudson, et al., 2005), and lastly encouraging prosody development with phrase markings (Rasinski, 2003; Schreiber, 1980 as cited in Hudson et al., 2005).

According to Pikulski and Chard (2005), the definition of fluency must encompass more than oral reading (p. 510). This article suggests that we form a deep construct view of fluency as a developmental process of building decoding skills that will form a bridge to reading comprehension and will have a reciprocal relationship. This view of efficient decoding is consistently related to comprehension (Pikulski, Chard, 2005).

Sherri Faver (2008) discusses using repeated reading with poetry to enhance reading fluency. She suggests the notion of repeated reading being a process of students reading the same passage daily over several days to enhance reading fluency (p. 350). The benefits of reading are discussed with the ideas that working as a community, with adults that value reading, supports one another and is important when using repeated reading (Faver, 2008). Faver suggests that passages should be of a length so students can read it many times in 5 to 10 minutes containing 100-150 words (p. 351). The use of poetry is beneficial because it contains rich and playful language so students are motivated to read it and have fun when reading (Faver, 2008). Also suggested in this article is to celebrate student learning through a “performance café” inviting parents and family members to enjoy hearing the favorite poems students have practiced reciting (Faver, 2008).

According to Molly Ness (2009) “the recent attention on fluency largely focuses on the role of automaticity and accuracy and thus overlooks the importance of prosody” (p. 691). She suggests using joke books to teach prosody. This article highlights a student who lacked prosody. Through the use of joke books, this student recognized the need for prosody and also learned much about vocabulary and the need for reading in meaningful phrases. This student also became more fluent as a result of this approach. “Because of their conciseness, readers must deliver jokes in meaningful phrases—an important aspect of fluency” (Ness, 2009, p. 693).

The research is also clear as to the effectiveness of enlisting the help of parents in our quest of helping students become fluent readers. A study was conducted of three students with learning disabilities. The parents of these students were trained to use fluency strategies with their children during the summer months. Parents and students worked 3-5 days per week for at least 15 minutes per day for four weeks. A combination of rewards along with instructional strategies was applied. The results were positive with each student gaining in correct words per minute that were read. One student began the first trial with 62 CWR and increased to 88 CRW. The second trial with this student increased CRW to 107 (Gortmaker et al., 2007). Parents and students were surveyed at the end of the study and responded positively to this intervention. This study suggests that by extending the learning environment the children benefit when parents are trained to apply reading interventions (Gortmaker et al., 2007). This study “may also provide educators with methods to identify effective, manageable reading interventions to be carried out by parents during the summer months” (p. 219). There is evidence in this study to enlist the help of parents during the school year as well.

A final article by Morrow, Kuhn, and Schwanenflugel (2006) discusses a family fluency program that was put into practice. This program was introduced to parents whose children were involved in a fluency program at school. They gave the parents fluency strategies to use at home with their children. “This involvement is particularly important because schools often do not recognize the knowledge that linguistically and culturally diverse students bring with them”

( Morrow et al., p.326). “When interactions through partnerships are formed, they are likely to help parents and schools understand each other better” (Morrow et al., p. 326). The Family Fluency Program had two components. The first component comprised a basal reader that was sent home twice a week for parents and students to echo-read the current selection. The second component was three workshops conducted in the evening at various times throughout the year. The workshops focused on helping the parents understand the importance of fluency, the school program, and activities for the parents to use at home with their children (Morrow et al, 2006). The results of this program were positive. Morrows et al., conducted interviews with the parents, teachers, and students to ascertain reactions toward the program. Generalizations were made to define a successful family literacy program. Findings suggest that programs such as this promote parent-child interaction with many types of literature. Home-school programs need to be easy to implement with materials introduced to the students at school before they are sent home. The content of the material should be non-threatening and above all the activities should be fun (Morrow et al., 2006. p. 332).

Using this research as a guide this project was organized to involve parents in their child’s learning and to enlist their help in furthering children’s reading progress. The materials provided reflect the research in being easy to use as well as being cognizant of students’ learning needs and interests. The students will be instructed in class to use the varied materials such as the phrase markings and fluency scoops. The goal is to have students teach their parents how to use these models. Specific directions for parent are provided. Classroom fluency practices of echo, choral, and partner reading will be reinforced at home. Using excerpts from reading programs will connect parents to student learning and offer opportunities for family discussions regarding the varied themes and messages depicted in the stories.

This project is dependent upon keeping families interested and seeing growth in their child. The materials must be periodically changed to reflect the growth of students. Also, the materials must be interesting to the students so they are excited to share them with their families and want to keep reading. An element of fun must take place; for example including joke book excerpts.

References

Faver, S. (2008). Repeated Reading of Poetry Can Enhance Reading Fluency. The Reading

Teacher, 62(4), 350-352.

Gortmaker, V. G., Daly, E J. III, McCurdy, M., Persampieri, M.,J., Hergenrader, M. (2007).

Improving Reading Outcomes for Children with Learning Disabilities: Using Brief

Experimental Analysis to Develop Parent-Tutoring Interventions. Journal OF

Applied Behavior Analysis 2007, 40, 203–221.

Honig, B., Diamond, L.,Gutlohn, L. (2008) Teaching Reading Sourcebook. California: Arena

Press.

Hudson, R.F., Lane, H.B., Pullen, P.C. (2005). Reading Fluency Assessment and Instruction:

What, Why, and How? The Reading Teacher, 58(8), 702-714.

Morrow, L.M., Kuhn, M.R., Schwanenflugel, P.J. (2006). The Family Fluency Program.

The Reading Teacher, 60(4), 322-333.

Ness, M. (2009). Laughing Through Rereadings: Using Joke Books to Build Fluency.

The Reading Teacher, 62(8), 691-694.

Pikulski, J.J., Chard, D.J. (2005). Fluency: Bridge between Decoding and Reading

Comprehension. The Reading Teacher, 58(6), 510-519.

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In the Spotlight

Check out these websites!

Here are some wonderful websites that support fluency!

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For more information:

target/fluency

There is a parent tab to obtain information regarding suggested books, etc.



Decodable text-information-great books!

Dear Families,

This newsletter is designed to give you practical information regarding fluency instruction. Included are tips to help you guide your student in his/her quest to become a more fluent reader.

The accompanying fluency folder contains materials to use and specific directions for each fluency model. The activities will be periodically changed to reflect classroom learning and student growth.

Happy Reading!

Fluency Forecast

What is fluency?-reading effortlessly with expression

Three essential components-

• Accuracy-words read without error

• Rate-conversational speed of reading

• Prosody-intonation, phrasing, pausing, expression

Why is fluency important?

• Fluency is vital for students to comprehend what they are reading.

Family Connections

Does your family have a favorite song, poem, or story that has been passed down to you?

Please send in a copy to be added to the Classroom Family Album of Favorites!

This album will celebrate family diversity.

Strategies to Use

• Echo reading-you read one line-child reads one line

• Choral reading- read together at the same time

• Partner reading-you read one page-child reads the next

• Repeated reading-read the same story or poem more than one day

• Read Aloud-model fluent reading for your child

• Have fun!

Fluency Forecast

Materials to use

Provided in the fluency folder:

• Poems marked for phrasing practice

• Poems for expression practice

• Excerpts from reading program stories

• Joke book excerpts for expression practice

• Decodable readers that support spelling pattern practice

Many of the materials your child has read in class and is very familiar with

Tips for giving feedback to your child

Problem:

• Student reads too quickly.

Solution:

• Say: Remember that we are trying to read the best that we can; not as fast as we can. Let’s try this together-read, model-student rereads—lots of praise!!

Problem:

• Student makes mistakes reading words

Solution:

• Say: It’s ok to make a mistake when reading-everyone does. There are special ways to fix mistakes.

Problem:

• Saying the wrong word

Solution:

• Say: Stop, the word is ______. What’s the word? Good, now let’s read the sentence together. Lots of praise!!

Problem:

• Getting stuck on a word

Solution:

• Point to the word and say: The word is ____.

What’s the word? Good, now let’s read the sentence together. Lots of praise!!

Problem:

• Student reads without expression

Solution:

• Say: Remember to pay attention to the punctuation. Let’s try this together-model-

student rereads—lots of praise!!

*Important to keep tone playful and have fun reading with your child*

Honig, et al, (2008). Teaching Reading Sourcebook

What Does the Research Say?

• 10-15 minutes of practice 3 times per week is beneficial

• Having fun is essential

• Home-school connections positively support fluency development

• Repeated reading is the most researched method of improving fluency

• Short passages of fiction, nonfiction, and poetry 100-150 words is best

Faver (2008) Repeated Reading of Poetry Can Enhance Reading Fluency, The Reading Teacher

Morrow et al (2006) The Family Fluency Program. The Reading Teacher

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