Maxscholar



MAXSCHOLARWhat is Fluency?() According to the National Reading Panel (2000), fluency is the ability to read text with speed, accuracy, and proper expression.Fluent ReadersRecognize words automaticallyRead aloud effortlessly and with expressionDo not have to concentrate on decodingCan focus on comprehensionWhy is Fluency important?“Fluency is important because it provides a bridge between word recognition and comprehension.” (Reading Links, 2002, p.9)Fluency does not ensure comprehension, but comprehension is difficult without fluency. If a reader is constantly stopping to decode and figure out unknown words, most likely meaning will be disrupted and the process of reading becomes long and laborious.When students make gains in reading fluency, they are able to put their energies into comprehension and are able to analyze, interpret, draw conclusions, and infer meaning from texts.The 3 Components of FluencyAccuracy: Also known, as automaticity, it refers to the person’s ability to read words in a text.Rate: The speed a person readsProsody: Refers to stress, intonation, and pauses. Commonly known as “reading with feeling.In order to implement fluency teaching into reading instruction, teachers need to be aware of the three components of fluency.Fluency InstructionTeachers need to select and facilitate the best methods of fluency instruction for their children and their classrooms. The following four components are needed for good fluency instruction.Model fluent readingUse guided oral reading instructionGive students ways to practice and performImplement word study activities to build accuracyHere are some examples of activities for each of the components.Model fluent reading: Students need to hear and see what fluent reading looks like.Read Aloud – An adult reads aloud a text to the whole class.Books on Tape—Children can listen to stories on tape as they follow along in a book.Buddy Reading—An upper grade child reads aloud to a lower grade child.Use guided oral reading instruction: Students need assisted, guided oral reading instruction with a teacher, adult, or a peer.Choral Reading – All the students, led by the teacher, read aloud together.Peer/Paired Reading—Students are required to work as pairs. Each student reads their text silently. Then the students take turns reading the passage three times orally to the other student. The listening student acts as the teacher by giving suggestions and feedback.Echo Reading—In echo reading, the teacher reads a sentence, paragraph, or page aloud and then has the students chorally reread that segment.Tape Assisted Reading—Children listen and read along with a tapeBuddy Reading—An upper grade student listens to a lower grade student read, giving appropriate feedback.Practice and Performance—Children need lots of practice to learn to read fluently. Performing helps students learn prosody.Repeated Reading—Students choose their own appropriate text or the teacher assigns a passage. The teacher discusses reading behaviors such as phrasing, rate, intonation, etc. The students practice their texts several times until fluency has developed. Poems and rhymes are great for repeated reading. There are three ways to provide repeated reading experiences: direct instruction (whole class), independent choice, osr assisted method (books on tape).Independent Reading—Children choose text on their independent level to read silently.Reader’s Theater—Reader’s Theater is an oral performance of a script ususally based on authentic literature. Meaning is conveyed through expression and intonation—students need to interpret the script instead of memorizing it, thus helping with comprehension as well as fluency. Repeated reading, or rehearsals, helps students build fluency in a natural and authentic manner.Radio Reading—A form of Reader’s Theater, students, with copies of the text, perform in front of class.Oral Recitation Lesson—This is a combination of a Reader’s Theater and Round Robin Reading. In this strategy, the teacher introduces a new selection with the focus being on comprehension. The teacher reads aloud the text and fosters discussion on the content. After modeling a fluent reading of the text and teaching the comprehension lesson, the teacher select students to act out the text while the rest of the class reads it from individual copies.Nursery rhymes, poems, songs, speeches, etc. are great for performing!Word Study—Children need to build their sight word knowledge in order to recognize words quickly when reading.Using a list of sight words, such as a Fry’s Instant Words or Fry’s Instant Phrases and Short Sentences.Speed drillsFlashcard practiceWord WallsSight Word BingoVocabulary ActivitiesWhen to Implement Fluency ActivitiesHere are some ideas on implementing fluency instruction into your curriculumWhole group instructionReading groupsLiteracy CentersAt HomeRead AloudsSilent Reading TimeLiteracy Center Ideas:Listening Center—children can listen to books on tapePoetry Center—children copy and read poemsSong Center—children learn to read and sing songsRecording Center—children read a story on tapeAssessing FluencyRepeated Reading Rate: A child reads a text. Teacher counts how many words were read correctly in one minute. Child does a few repeated readings f the same text as the teacher charts the progress of child on a graph. This tests for rate.Miscue Analysis/Running Record: A child is given a passage to read. Teacher has a copy of the same passage. Teacher marks incorrect reading or omission of words. This tests for accuracy.Using either the Repeated Reading or Miscue Analysis, teachers rate students’ overall fluency using an Oral Reading Rubric, such as DIBELS. ................
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