PowerPoint Presentation

*Presented by*Jilene ColemanKelly CottinghamKimberly Anne ElshazlySusan GilchristJune GualDarice LeAnne SheltonRachael WestFluencyNational Reading Panel (NRP) Report Samuels defines fluency as the ability to read a text orally with speed, accuracy, expression, and comprehension (2002).NRP:Identified fluency as one of the six dimensions of readingDescribed as the most neglected reading skillFound a close relationship between fluency and comprehension

Strategies for developing Sight words in isolation Teaching Sight WordsAssociate Words and MeaningPractice Them OftenRecord Student ProgressSight Word FocusWord CardsWord Collection FileWord SortingWord GamesWord WallsStrategies for Developing FluencyRead with pattern books (repeated refrains)

Examples of Pattern BooksHutchins, Pat. Good Night OwlCarle, Eric. The Grouchy Lady BugWestcott, N.B. I Know an Old Lady who Swallowed a FlyZolotow, Charlotte. But Not BillyMartin Jr., Bill. Brown Bear, Brown Bear, What Do You See?Lobel, Arnold. The Rose in my GardenLionni, Leo. A Color of His OwnKent, Jack. The Fat CatKeats, E.J. Over in the MeadowAllen, Pamela. Bertie and the Bear Most, B. If the Dinosaurs Came Back

Assisted reading versions

Assisted reading is a strategy in which the student and a fluent reader read the material together. Simultaneous assisted readingthe teacher reads along with the students.Echo readingthe teacher models oral reading and has students imitate.Choral readingA group of students practice orally reading a selection.Partner readingStudents read in pairs, alternating the text. Simultaneous listening readingStudents listen to tape recordings of the material while following along with the book.Neurological Impress MethodThe student and teacher read together orally. The teacher reads loudly at first, then softens as the student gains confidence

Guided Repeated Reading and Language Experience ActivitiesGuided Repeated Reading: The National Reading Panel found that guided repeated oral reading has a consistent and positive impact on fluency, word recognition, and comprehension. Guided is the key!LEA Steps:Brainstorm ideas for a story: Shared experiences make good topicsfield trips, science experiments, stories read aloud, etc.Take dictation from studentsRead each word as you write itReread each sentence, pointing to each word as you say it: Have students reread each sentence with you.Reread the entire story with studentsFollow up with language activities: Such as drawing pictures to go with the story, writing captions to go with the story written.

Readers Workshop: Structure of Readers WorkshopMini-lesson (5-10 minutes)Independent reading (20-25 minutes)Sharing (10-15 minutes)Readers Theatre An excellent way to bring repeated reading into the classroom in a fun and engaging way.Increases fluency Fluency has a profound effect on comprehension.Gives a purpose for rereading Very motivational Increases students self-confidenceExample of Readers TheatreClever Lucy

Disabilities and ReadingStrategies used in a visually-impaired classroomGuided readingRepeated readingTactual hints Bookmarks cannot be used because the Braille takes up too much room. The strategy is taught and memorized or a strategy chart is madeVisually impaired students learn to read just like peers but they might read slowerAssessing fluencyListening to students read.Does the student read in a choppy manner?Does the student read in a monotone voice?Does the student read too fast?Example of Choppy reading

Example of monotone reading

Example of reading too fast

Example of fluent reading

Determine the rate at which a student reads.Time a student reading an instructional level passage. After the student finishes, multiply the number of words read by 60 and divide by the number of seconds the student took to read. This will give the number of words per minute (WPM) the student is reading. Remember that different materials will be read at different rates.Give a timed word list assessment test.This test is used to determine automaticity of sight word recognition.Usually used in combination with an informal reading inventory. Informal Reading InventoryMiscue AnalysisRunning Records

Related Websites(Developing Reading Fluency)http://www.auburn.edu/~murraba/fluency.html(Reading Fluency Norms) www.balancedreading.com/fluency.html

ReferencesHitchcock, C.H., Prater, M.A., & Dowrick, P.W. (2004). Reading comprehension and fluency: Examining the effects of tutoring and video self-modeling on first-grade students with reading difficulties. Learning Disability Quarterly, 27, 89-103.Taylor, B., Pearson, D., Peterson, D., & Rodriquez, M. (2003). Reading growth in high poverty classrooms: The influence of teacher practices that encourage cognitive engagement in literacy learning. The Elementary School Journal, 104 (1). Worthy, J., & Broaddus, K. (2001/2002). Fluency beyond the primary grades: From group performance to silent, independent reading. The Reading Teacher, 55 (4). Worthy, J., & Prater, K. (2002). I thought about it all night: Readers theater for reading fluency and motivation. The Reading Teacher, 56 (3), 294-297. Stahl, S., & Kuhn, M. (2002). Making it sound like language: Developing fluency. The Reading Teacher, 55 (6), 582-586. Martinez, M., Roser, N., & Strecker, S. (1999). I never thought I could be a star: A Readers Theatre ticket to fluency. The Reading Teacher, 52 (4), 326-334.National Reading Panel (2000). Report of the national reading panel: Teaching children to read. Bethesda, MD: National Institute of Child Health and Human Development