Transcript Literacy Teaching

Reading Instruction for Students with Dyslexia
Developing Reading Fluency in Learning Support
and Mainstream Settings
Ellen Reynor
Special Education Dept.
St. Patricks College
Important Questions
What is fluency?
Why is it important?
What types of instruction helps students develop
fluency?
Managing fluency in different settings
How can students progress in fluency be monitored
by teachers and students?
Assessment issues
Why has there been a neglect of Reading
Fluency?
 The emphasis has been traditionally on single word
reading and decoding skills (Liberman & Shankweiler (1991) for
a review)
 Emphasis on Round Robin reading (Kuhn,2004)
 Popular reading programmes do not foster reading
fluency in any formal or systematic way (Kame’enui &
Simmons, 2001)
 Increasing decoding instruction would lead to
improved fluency (Fleisher, Jenkins, & Pany, 1980).
Struggling readers who don’t keep pace with their
peers, have significantly fewer opportunities to read
connected text than do other students (Allington,
1983; Stanovich, 1986).
‘… they receive ever greater doses of instruction focusing
on word-recognition strategies at the expense of
working with connected text. It is at this point that they
should be exposed to a broad range of connected text
at both their independent and instructional reading
level’ (Kuhn & Stahl, 2003 Rasinski, 1989).
Phonemic awareness and Phonics
• ‘Direct instruction in phonological awareness
and phonics leads to improved decoding and
word identification in poor readers, but yields
only minimal gains in reading fluency’
(Foorman et al., 1997; Scanlon & Vellutino,
1996; Torgesen, Rashotte & Wagner, 1997)
• ‘Reading Fluency needs to be taught’
Report of the National Reading Panel (NICHD, 2000)
Round Robin Reading
• It is too brief to have any effect (Stallings & Krasavage, 1986).
• An outmoded practice of ‘calling on students to read one after
the other’ (Harris & Hodges, 1995).
• ‘An ineffective strategy, and also one that actively damages
learners’ comprehension of text and delays their fluency
development’ (Ash, Kuhn & Waldorf, 2009).
• A study of dysfluent readers found that students were
exposed to minimal practice in the reading of connected text
as a result of the turn taking aspect of RRR. (Allington, 1977, 1980)
• RRR has been found to be damaging to students social and
emotional growth (Opitz & Rasinski, 1998).
• Although it is a practice that no authority recommends, even
the writers of reading programmes, it is actively used even by
some of the more savvy teachers of today (Cunningham & Allington,
1999).
Unassisted method/Silent reading
• The Report of the National Reading Panel (2001):
• Substantial evidence to support the use of Repeated Reading
procedures but raised questions about the use of wide
independent reading.
• Little or no gains in reading achievement
• No feedback – practice errors
• Can go off-task
• For proficient readers at ‘reading to learn’ stage (Chall, 1996)
What Is Reading Fluency?
• Fluency refers to the ability to read text aloud with
sufficient speed, accuracy, and expression. (National Reading
Panel, 2000).
• There’s a significant and positive relationship between
reading fluency and comprehension (Pinnell et al., 1995).
• ‘Reading fluency refers to effective and efficient
word recognition skills that permit a reader to
construct the meaning of the text. It is manifested in
accurate, rapid, and expressive oral reading that is
applied during, and makes possible reading
comprehension’ (Pikulski & Chard, 2005).
Four Dimensions of Reading Fluency
Surface construct of fluency vs Deep construct
of fluency
Oral reading
accuracy
Use of prosody
and expression
Oral reading
rate
Comprehension
'Dyslexia is a learning difficulty that primarily affects
the skills involved in accurate and fluent word reading
and spelling. (Rose Report, 2009).
‘Dyslexia is evident when accurate and fluent reading
develop very incompletely and with great difficulty’
(BPS, 1999).
‘Many adolescents and adults continue to have
difficulties with fluency long after they become
accurate word readers’ (Shaywitz, 2003).
• The NRP (2000) named ‘fluency’ an essential component of
reading instruction
Reading Fluency and Comprehension
• Reading fluency makes unique contributions to
comprehension after accounting for word accuracy
(Jenkins et al., 2003a; Meisinger, Schwanenflugel & Woo, 2009)
• Measures of reading fluency whether reading rate or
prosodic reading are significantly associated with
measures of comprehension and reading proficiency
(Rasinski, 2004).
• Reading fluency instruction results in overall reading
achievement (Kuhn & Stahl, 2000; Rasinski & Hoffman, 2003).
Reading Fluency
• Reading fluency may be a key concern for up to 90%
of children with comprehension problems (Duke, Pressley
& Hilden, 2003).
• 60%-70% of children with fluency problems have
comprehension problems
• Evidence that measures of reading fluency are more
sensitive to detecting reading difficulties than word
reading measures (Nation & Snowling, 1997).
Incorporating Fluency into the School Day
• Equal amounts of time (day/fortnight)
• Adequate amount of instructional time for reading and
writing
• Ensure all aspects are being taught
• Provide on-going monitoring
Comprehension
The Major components of reading
Phonological awareness
Phonics
Vocabulary
Fluency
Comprehension
Word
Knowledge
Writing
Fluency
(NRP, 2000)
Shanahan, 2006
What is Prosody?
Markers of prosodic reading
(Dowhower, 1991)
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Pausal Intrusions
Length of phrases
Appropriate phrasing
Intonation
Stress
Use of prosody and
expression
Specific behaviours and or at-risk indicators of
problems with fluency
• Inappropriate/overextended pauses that are clear
breaks in the flow of reading
• Sound-outs where the reader consciously works at
figuring out a words pronunciation
• Multiple attempts at a word (including repetitions
of its correct pronunciation
• Run-ons in which the reader fails to pause
appropriately to mark a phrase or pause boundary
• Patterns of stress or intonation that are inconsistent
with phrase or clause structure
Engaging Teachers in Examining fluency
(Rasinski & Zutell, 2006)
• Teachers listen to children’s oral readings at instructional level
(without scripts in the beginning)
• Teachers listen to oral reading with copy of text – mark
dysfluent behaviours, rate the fluency of the reading on a
scale, discuss.
• Word by word reading
• Stressing
MFS Rating requires a holistic approach
• Punctuation
• Intonation
They are subjective but reliable predictors of standardised tests
• Multidimensional Fluency Scale (Rasinski 1993)
Use the following rubric (1-4) to rate reader fluency in the areas of expression and volume,
phrasing, smoothness, and pace.
EXPRESSION AND VOLUME
1. Reads words as if simply to get them out. Little sense of trying to make text sound like natural
language. Tends to read in a quiet voice.
2. Begins to use voice to make text sound like natural language in some areas of the text but not
in others. Focus remains largely on pronouncing the word. Still reads in a quiet voice.
3. Make text sound like natural language throughout the better part of the passage. Occasionally
slips into expressionless reading. Voice volume is generally appropriate throughout the text.
4. Reads with good expression and enthusiasm throughout the text. Varies expression and volume
to match his or her interpretation of the passage.
PHRASING
1. Reads in a monotone with little sense of boundaries; frequently reads word-by-word.
2. Frequently reads in two- and three-word phrases, giving the impression of choppy reading;
improper stress and intonation fail to mark ends of sentences and clauses.
3. Reads with a mixture of run-ons, mid-sentence pauses for breath, and some choppiness,
reasonable stress and intonation.
4. Generally reads with good phrasing, mostly in clause and sentence units, with adequate
attention to expression.
SMOOTHNESS
1.Makes frequent extended pauses, hesitations, false starts, sound-outs, repetitions, and/or
multiple attempts.
2. Experiences several “rough spots” in text where extended pauses or hesitations are more
frequent and disruptive.
3. Occasionally breaks smooth rhythm because of difficulties with specific words and/or
structures.
4. Generally reads smoothly with some breaks, but resolves word and structure difficulties
quickly, usually through self-correction.
PACE
1. Reads slowly and laboriously.
2. Reads moderately slowly.
3. Reads with an uneven mixture of fast and slow pace.
4. Consistently reads at conversational pace; appropriate rate throughout reading.
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Scores range from 4-16. Generally, scores below 8 indicate that fluency may be a concern. Scores of 8 or
above indicate that the student is making good progress in fluency.
EXPLICIT TEACHING OF PROSODY
Example of phrase boundaries (chunking)
My favourite season of the year / is summer.// I am so
glad we don’t have school / in the summer.// I would
rather spend my time / swimming,/ playing/ and
reading.//
Punctuation
ABCD? EFG! HI? JKL. MN? OPQ. RST!
Stressing
I am going home. I am going home. I am
going home.
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1. Mr. Twigg the head teacher began to talk.
2. His sharp gaze scanned the children as he spoke.
3. “What on earth were 6B doing?”
4. Their eyes were all over the place.
5. They were looking everywhere except where they should
be looking.
6. “ 6B have you got a problem?”
7. A slow chorus came rumbling back. “No Mr. Twigg”.
8. “What have I just been saying to you”?
9. “Tracey Grant you answer”.
10. Tracey swallowed as the whole school turned to her.
11. Even Adam turned to look and as he did he caught a very
slight movement high up on the wall of the hall.
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1. Mr. Twigg/ the head teacher/ began to talk.
2. His sharp gaze scanned the children/as he spoke.
3. “What on earth were 6B doing?”
4. Their eyes /were all over the place.
5. They were looking everywhere /except where they should
be looking.
6. “ 6B/ have you got a problem?”
7. A slow chorus /came rumbling back.// “No Mr. Twigg”.
8. “What have I just been saying to you”?
9. “Tracey Grant/ you answer”.
10. Tracey swallowed/ as the whole school turned to her.
11. Even Adam turned to look /and as he did /he caught a
very slight movement /high up on the wall of the hall.
Mr. Twigg the head teacher began to talk. His sharp gaze scanned
the children as he spoke. What on earth were 6B doing? Their
eyes were all over the place. They were looking everywhere
except where they should be looking.
“ 6B have you got a problem?”
A slow chorus came rumbling back. “No Mr. Twigg”.
“What have I just been saying to you”?
“Tracey Grant you answer”.
Tracey swallowed as the whole school turned to her. Even Adam
turned to look, and as he did he caught a very slight movement
high up on the wall of the hall.
Adam froze.
“Um” said Tracey. “You said ‘Good morning everyone’ Mr.
Twigg”. The rest of the school laughed.
Teaching Reading Fluency
Wide reading vs Deep reading
Repeated
reading
technique
Readers
Theatre
Repeated
paired reading
Fluency
Development
lesson (FDL)
Echo
reading
Choral
reading
Fluency-oriented
Instruction (FORI)
The Repeated Reading Technique
Automaticity Theory (Samuels, 1974)
The student rereads a meaningful passage of
200-250 words several times until a
satisfactory level of fluency is achieved.
Research-based best practices
• Use instructional / upper-instructional level
passages / with support –ZPD / GRR
• Read 3 to 4 times max.
• Give corrective feedback on word errors (NICHD, 2000;
(Snow, Burns a& Griffin, 1998)
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Model text (Blevins, 2001; Rasinski, 2003; Schreiber, 1980)
Must read passage aloud to an adult or partner
Don’t supply correct word unless the child stops
Use a criterion e.g phrase boundaries, meaning
Use a variety of different types of texts
Plenty of practice using progressively more difficult
texts (Chard et al.,2002; Meyer & Felton, 1999)
Accuracy and Readability levels
(Good, Simmons, & Kame’enui, 2001)
Readability Levels
Words Read Correctly
Independent Level
96%-100%
Instructional Level
90%-95%
Frustration Level
Less than 90%
• A foreboding, clammy and fearful, came into
her heart as if, along with the visitor whose
name was so strange yet somehow familiar,
some menace had slipped into her life. And
she wished-so hard it frightened her- that she
had never fetched Mo, and Dustfinger had
stayed outside until the rain washed over him.
The Stranger Comes
by Cornelia Funke
Assessing Fluency
What am I assessing? How do I assess each component?
Reading
accuracy
Reading
rate
Use a passage of 100-250 words of instructional level
text
Time the child reading the passage for 1 minute
Mark on the text at 1 minute
Mark the uncorrected errors
Determine accuracy by dividing the words read
correctly (WCPM) by the total number of words read.
This number will be a percentage
Prosody
Use a Multidimensional
Fluency Scale to assess
the child’s prosody
reading a passage of
instructional text.
RECORD
Year:
Class:
Term:
Name
Reading Fluency Record
Date
Incorrect
Words (per
Minute)
Correct
Words per
Minute
Fluency
Scale score
Passage
details
Reading Fluency Record
Name:
Year
Incorrect
WPM
Sept
Can do
miscue
analysis for
information
on child’s
reading
strategies
Dec
March
June
Correct
WPM
View
norms for
guide to
what
child’s
CWPM rate
should be
Fluency
Scale Score
Research-based Repeated Reading strategies for
the class
• Fluency Oriented Reading Instruction (FORI) (Stahl, et
al., 2003)
• Peer-assisted learning strategies (PALS) Fuchs, Fuchs,
Burish, 2000).
• Fluency Development Lesson (FDL) (Rasinski, Padek,
Linek & Sturtevant, 1994).
• Fluency Development Workshop (FDW) (Reutzel, 2003)
• Paired Repeated Reading (Eldridge 1990; Koskinen &
Blum, 1986; Topping, 1987)
• Reader’s Theatre
Peer Repeated Readings
Repeated reading without the stopwatches!
Students pair up
Students read a text that has been read in class previously
Pick a short passage - 150 words and read silently first
3 Readings follow
Taking turns each student reads and assesses his own reading
After 2nd reading student again self-assesses and partner
comments on improvement
Then student reads a final time commenting on how his reading
has improved and listening to partner comments
Swop roles
Importance of Metafluency Instruction
(Hoffman, 2003)
• Focus on accuracy, rate, expression is insufficient
• Children should be self-regulating as they’re reading
• They must know what fluency is not just how it
sounds
• Elements, concepts, language of fluency
• Phrasing, stress, expression, reading rate, accuracy
• So that they can monitor, fix, and improve it
Fluency Rubric
Word Accuracy
DATE:
needs practice
improving
good
very good
Rate
too slow
too fast
just right
Expression
Phrasing
word by word
3 words at a time
5+ words at a time
needs practice
good
very good
Paired Repeated Reading with a 2nd class
using the story book ‘Curious George’
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Teacher read (modelled) and children read along
Children were paired up
Select a short segment (30-150) each to read to partner
Focus of segment was something interesting they learned
about George
• Each child read the segment 3 times to partner
• After each reading, the reader rated his improvement on a
scale
• Then the listener commented on how their partners reading
had improved.
It fostered expertise in reading and learning
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They interact with text and read various segments
Read several segments to find right one
It helped increase their content knowledge
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They read and listened 3 times
All came up with important ideas about George
It increased strategy knowledge
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Learned about reading as a strategy for acquiring
information
In a co-operative setting, they learned how their reading had
improved
Motivation/differing ability levels
Pointers To Help You With Fluency
Becoming a fluent reader is an important part of becoming a
good reader. In order to become a fluent reader you need to:
1. Read accurately (without mistakes)
2. Vary the speed according to your purposes and how
difficult the text is for you
3. Read with volume, expression, phrasing, and
smoothness
4. Remember the important ideas from your reading
Practice doing these things
Fix-up Your Fluency!
Accuracy
Slow your reading down when text is difficult
Look at the words you didn’t read on the page
Listen to see if the word you said makes sense
Try rereading the sentence
Rate
Go slower when the text is difficult
Expression
Try to read 3 or more words before pausing
Read to the comma or full stop if possible
Read so that you sound like someone talking
Fluency Rubric
• Accurate reading
• Speed or Rate
• Expression
Peer-Assisted Learning Strategies (PALS)
Teachers assign partners to match high and low- needs students
Partners (in a series of turns) read, reread, retell the text. The
reader reads/ the coach listens and comments positively, then
together they work to ask questions.
Beyond 1st class there are 3 strategies to support fluency and
comprehension:
o Partner reading
o Paragraph shrinking
o Prediction relay
Rank children 1-20 on a list-1
being the best reader and 20
being the weakest.
Divide list in half through the
middle.
Match 1 with 11
2 with 12/3 with 13 etc
FDW Daily Routine (Reutzel, 2003)
• Teacher explanation and modelling of the
elements of fluent reading (5-7 minutes)
• Guided group or individual Repeated Reading
practice (10-15 minutes)
• Group and/or individual assessment and
progress monitoring (5-7 minutes)
Gradual release of responsibility
Lesson time: 30 minutes
Fluency-Oriented Reading Instruction (FORI)
• Was designed for reading and content area instruction.
• Students repeatedly read a text – story or science, history,
several times over the course of the week.
• The text is first read aloud by the teacher with students
following along with their own copy
• Discuss story for comprehension
Echo read
• During week students
Choral read
Partner read
Read at home
• Followed by extension activities as part of literacy curriculum
Fluency-based classroom reading (FORI)
Read story to
class
Option: Echo
reading
Discuss story
Children read story at
home
Partner reading of
story
Option: Children learn one
section of the text
Option: Children read
story at home 2-3 times
Option: Children read
story as play
Children do written activities
in pairs and class
Fluency Assessment Model
Multidimensional fluency scale
Expression Assessment
1 Minute Reading
Sample Accuracy
Assessment
1 Minute Reading
Sample Rate
Assessment
Readers Theatre
Readers Theatre
A rehearsed group presentation of a script
that is read aloud and not memorised
Scripts
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Plays
Monologues
Songs
Extracts
Poems
Write your own
Curriculum based Readers Theatre
5-day plan
www.aaronshep.com
www.readonline.org
www.readwritethink.org/files/resources.lesson_images/lesson420/hedgie-rt.pdf
www.timelessteacherstuff.com
Procedure
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Read
Model
Rehearse
Perform script in hand
Props, costumes, gestures
Focus on literate behaviours not
literacy skills
A Comprehensive Guide to Readers Theatre by Black & Stave
Summing Up
Fluency results from a complex interrelationship of
processes that is more than the sum of these
components. Teachers who make fluency a part of
their comprehensive reading program and
implement instruction with engaging materials help
students solve the reading puzzle.
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