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FLUENCYFLUENCYAssessing & Teaching this
KEY Reading Skill
Jan Hasbrouck, Ph.D.
Seattle, WA
WHAT IS READING FLUENCY?
The ability to read
accurately quickly
with expression
WHO ARE THESE STUDENTS?
DESCRIPTORS:
Read haltingly
Slow, laborious readers
Read word—by—word
Uncertain of sight words
Ignore punctuation
REAL TARGET: Comprehension & Motivation
Multiple Causes of Comprehension Problems:
Lack of sufficient background knowledge
Lack of sufficient language foundation
Fails to organize & use information to understand--Does not realize when s/he fails to understand
Decoding/fluency skills poor
National Reading Panel (2000)
Five Key Instructional Components
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension Strategies
WHY IS FLUENCY SO IMPORTANT?
Comprehension limited by labored, inefficient reading (working memory)
Lack of fluency = lack of motivation = fewer words read = smaller vocabulary
= limited comprehension (self-perpetuating)
“There is no comprehension strategy that compensates for difficulty reading words accurately & fluently.”
(Torgeson, 2003)
Bridge to ComprehensionFluency forms the bridge between
word recognition & comprehension
Identifying Words
ConstructingMeaning
FLUENCY
MEASURING READING FLUENCY
the number of words in text read correctly per minute (wcpm)
or…letters, sounds, words
#1 FINDING students who may need intervention assistance in reading
#2 DIAGNOSING fluency problems
#3 MONITORING PROGRESS to determine if reading skills are improving
ASSESSING FLUENCY:
3 ROLES
OSPI Reading Fluency GLEs
Grade 1: 50-65+ words correct per minute
Grade 2: 90-100+ wcpm
Grade 3: 110-120+ wcpm
Grade 4: 115-125+ wcpm
Grade 5: 125-135+ wcpm
Grade 6 & up: 145-155+ wcpm
Unpracticed, cold reading by end of the year
Hasbrouck & Tindal Norms for Hasbrouck & Tindal Norms for Oral Reading Fluency for Grades 2-5Oral Reading Fluency for Grades 2-5
Grade
Percentile
Fall
WCPM*
Winter
WCPM*
Spring
WCPM* 2
75 50 25
82 53 23
106 78 46
124 94
65 3
75 50 25
107 79 65
123 93 70
142 114 87
4
75 50 25
125 99 72
133 112 89
143 118 92
5
75 50 25
126 105 77
143 118 93
151 128 100
Upper grades: 150 wcpm/50th percentile
PROVIDING FLUENCY INSTRUCTION or INTERVENTION
ON & BEYOND / APPROACHING LEVEL In-class practice opportunities
INTERVENTION Explicit, systematic instruction/practice
• Guided reading practice improves fluency for “typical” students
• Independent practice (silent reading) NOT sufficient to improve fluency
Key Research Findings
Traditional practice:
Round robin reading from science, social studies,
literature, chapter books
Students take turns reading parts of a text aloud
PASSAGE READING PRACTICES TO IMPROVE
FLUENCY
ALTERNATIVES TO ROUND ROBIN
Choral Reading
Cloze Reading
Partner Reading
CHORAL READING
Whole class reads ALOUD & TOGETHER from same selection
NON-THREATENING practice
PROCEDURE:
Orally read with students
Read at a moderate rate
Use pre-correction procedures: “Keep your voice with mine.”
CLOZE READING
ASSISTS students in reading difficult material
Provides GROUP PRACTICE & MAINTAINS student ATTENTION
PROCEDURE:
Orally read the material to students
Read at a moderate rate
Pause & have students say the next word
Intentionally delete “meaningful words”
PARTNER READINGEASY & EFFECTIVE way to involve students
Increases instructional TIME ON TASK
PROCEDURE: Assign students partners (#1 is higher performing
student who readers first)
Designate amount to read to partner
When an error is heard, have students use the “Ask, then Tell” procedure:
Ask “Can you figure out this word?”
Tell “The word is _________.”
“Read the sentence again.”
Establishing Partners
Avoid pairing highest and lowest skilled readers
Consider taking lowest readers into a small group for practice with the teacher
Establishing Partners1. Ebonie2. Jazmine3. Bobby4. Celisse5. Marsha6. Krishon7. Sammy8. Jamie9. Orlando10. Miquel
11. Michael12. Andrea13. Ezra14. Juan15. Amy16. Hyun Ha17. Mari18. Harry19. Sarah20. Ashante’
21. Quan22. Kyesha23. Francisco24. Angelica
PARTNER READING VARIATIONS
Side by Side- Reading to a PartnerStudents sit next to each other with one book between
them. One partner reads & points to the words; the other partner follows along.
Shoulder to Shoulder- Reading to a PartnerStudents sit facing opposite directions with shoulders
aligned. Each partner has a book.
Reading WITH a PartnerStudents sit side to side with one book between them.
Both partners read at the same time as partner one touches the words.
INSTRUCTION for INTERVENTION
(a) FOLLOWING A MODEL
Reading along with a model of accurate reading from an audio tape/CD OR a skillful
reader
(b) REPEATED READING
Students reread passage orally to themselves or a partner — until predetermined
goal achieved (30-40 words above baseline)
(c) MONITORING PROGRESS
Students graph their performance: “Cold” reading first; then again after practice
PROVIDE FLUENCY INSTRUCTION AT A CHALLENGING
INSTRUCTIONAL LEVEL
Model provides SCAFFOLDING;
Students must WORK HARD toward achieving goal
to see real progress
COMMERCIAL FLUENCY PROGRAMS
Read NaturallyRead Naturally Levels .8- 8.0
Audio tapes/CD or software editions
Six Minute SolutionSix Minute Solution 160 passages Grades 1.0-8.0
Partner reading
Focus on Fluency
Osborn & Lehr
www.prel.org
FREE!
Assessing Fluency
Tim Rasinski
www.prel.org
FREE!
REFERENCES
Chard, D., Vaughn, S., & Tyler, B.J. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 36(5), 386-406.
DIBELS (Dynamic Indicators of Basic Early Literacy Skills). http://idea.uoregon.edu/~dibels/
Edformation http://www.edformation.com/
Fuchs, L., Fuchs, D., Hamlett, C., Walz, L., & Germann, G. (1993). Formative evaluation of academic progress: How much growth? School Psychology Review, 22(1), 27-48.
Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), 239-256.
Hasbrouck, J.E., Ihnot, C., & Rogers, G. H. (1999). “Read Naturally”: A strategy to increase oral reading fluency. Reading Research & Instruction, 39(1), 27-38.
Hasbrouck, J.E., Woldbeck, T., Ihnot, C., & Parker, R. I. (1999). One teacher’s use of curriculum-based measurement: A changed opinion. Learning Disabilities: Research & Practice, 14(2), 118-126.
Hasbrouck, J. E. & Tindal, G. (Spring, 1992). Curriculum-based oral reading fluency norms for students in grades 2-5. Teaching Exceptional Children, 24(3), 41-44.
NATIONAL READING PANEL REPORT (2000) www.nationalreadingpanel.org
Osborn, J. & Lehr, F. A Focus on Fluency www.prel.org (free booklet)
Rasinski, T. Assessing Reading Fluency www.prel.org (free booklet)
READ NATURALLY “Reading Fluency Monitor” www.readnaturally.com 1-800-788-4085 [email protected]
Shinn, M. R. (Ed.) (1989). Curriculum-Based Measurement: Assessing Special Children. NY: Guilford. ISBN: 0-89862231X
SOPRIS WEST “6 Minute Solution” www.sopriswest.com 1-800-547-6747
Contact Information:
Jan Hasbrouck, Ph.D.Educational Consultant
Seattle, WA
www.jhasbrouck.com
