Transcript Fluency - WCER), UW

Welcome to the
Comprehensive Center-Region VI
Audio Web Conference Workshop
Sheryl Beglinger
Training and Outreach Specialist
Fluency – the ability to:





read a text accurately and quickly
recognize words automatically when
reading silently
group words quickly in ways that help
them gain meaning from what is begin
read
read aloud effortlessly and with expression
have their reading sound natural, as if they
were speaking.
Put Reading First: The Research Building Blocks
for Teaching Children to Read
How to Teach Fluency*

Repeated Oral Reading
 Teacher-student
assisted reading
 Readers
theater
 Paired reading
 Tape-assisted reading (reading while
listening)
 Partner (or buddy) reading
 Cross-age tutoring

Independent Silent Reading
*Focus on Fluency (2003) by Jean Osborn, MEd; Fran Lehr, MA
(2003)
Teacher-student assisted reading

Includes:
 A model
of fluent reading, provided by the
teacher or an adult
 Student reading the same text with guidance
on word recognition and expression from the
teacher or adult
 Student re-reads the passage until the
reading is fluent – usually three or four rereadings
Ways to implement teacher-student
assisted reading

Echo Reading
 Can
be used with small groups or whole class
 Teacher reads aloud a selection of the text
and students repeat the section as they point
to the word they are reading
Fluency-Oriented Reading Instruction *

First day
 Story is read aloud to class and discussed
 Review key vocabulary and design
comprehension exercises around the story
 Sometimes, echo reading of story is used
where teacher reads a paragraph, class
echoes it back.
 Story is sent home to be read with parent or
other readers (Children are expected to read
15 min. at home for at least 4 days a week)
*Kuhn, M.H. and S. Stahl. (2000) “Fluency: a review of
developmental and remedial practices.” CIERA Report 2-008.
FORI* (cont.)

Next day:
 Children reread story with partner-one
partner reads page while other
monitored reading, then switch roles
until story is finished
 Teacher does some extension activities
and then moves onto another story
 Later in the day, time is set aside for
students to read books of their own
choosing either alone or with partner
FORI (cont.)*

Results
 1st year – 4 teachers in two schools, 2nd year
– expanded to 10 teachers in three schools
 Both years, students gained on average 2
years in reading growth as measured by
informal reading inventory
 All children but 2, out 105 who began the 2nd
gr. year reading at a primer level or higher,
were reading at a 2nd gr. level or higher at the
end of the year
*Kuhn, M.H. and S. Stahl. (2000) “Fluency: a review of developmental and
remedial practices.” CIERA Report 2-008.
Readers Theater
Students rehearse and perform a play
for peers or others
 Scripts are derived from books that are
rich in dialogue
 Students are assigned speaking roles
 Provides a legitimate reason to re-read
text and to practice fluency
 Particularly effective in motivating
students with reading difficulty

Readers Theater Scripts
Teaching Heart.net
Reading Lady
Aaron Shephard (ages 8 – 15)
Lisa Blau
More Information on Readers Theater
Paired Reading

With Adult
 Session
begins with the adult reading the
passage first
 Child and adult reading passage together
several time in unison
 Child reads passage alone
Taped-assisted reading




Students read along in their books with an
audiotaped fluent reader
 Students point to each word as the
reader says it
After listening to the entire selection,
students choose one passage to practice
Students read aloud with the tape
repeatedly until they can read it
independently
Students read the passage to the teacher
Partner/Buddy Reading





Teacher first reads text aloud, pointing to the
words that are read, and modeling expressive
reading
Students follow along in their books
Pairs of students take turns reading a
passage from the story to each other
Fluent reader first reads the passage
following the teacher’s model
Struggling reader re-reads the passage until it
can be read independently, usually after four
re-readings
Partner Selection Process
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Sam
Julie
Martin
Susan
Kelly
Brent
Rob
Jo
Matt
Bob
1. Group 1 reader always
reads first to set the pace
and ensure accuracy
2. Group 2 reader reads and
attempts to match the pace
of his or her partner
3. Teacher closely monitors
reading fluency, moving
around the room to listen to
each set of partners
Cross-age tutoring




Older student who is a struggling reader is
paired with a younger students who is also
having difficulty reading
Older student practices reading a passage
from the younger student’s textbook until it
can be read with accuracy, and expression.
Older student reads the passage alone first,
and then with the younger student several
times.
Younger student reads the passage aloud to
the older student who will offer support and
guidance.
General Principles of Fluency Training for
Students with Reading Disabilities*




Repeated Reading can lead to improvements
in reading speed, accuracy, comprehension,
and expressions
Students should be reading texts repeatedly
at instructional or independent levels three or
four times orally
Multiple readings of single words or phrases
may improve fluency
Short, frequent periods of fluency practice
should be scheduled on a regular basis with
incentives
*Meyer, Marianne S., (1999) “Repeated Reading to Enhance Fluency: Old
Approaches and New Directions”. Annals of Dyslexia, Vol. 49, 283-306.
Effective repeated procedures



Provide students with many opportunities to
practice reading
Provide students with guidance in how fluent
readers read and with feedback to help them
become aware of and correct their mistakes
Found to improve reading ability of
developing readers until at least 5th grade,
and also helps struggling readers at higher
grade levels.
Independent Silent Reading
For it to succeed:
 Teach students how to select books at
appropriate reading levels and related to their
reading interests
 After silent reading, set aside time for
students to discuss what they read.
 Give parents tips on how to read with their
child
Research has shown that even 15 minutes a
day of independent reading can expose
students to more than a million words of text
in a year.
Text and the Development of
Fluency
Sight word vocabulary: need to be
recognized instantly for successful reading
to occur. (107 words make up almost half
the total words in written text)
 Content vocabulary

 Even
with several readings, selections that
contain a large number of one-use multisyllabic words can hinder the development of
fluency for some students
Selecting appropriate text
Struggling readers need practice reading
texts that will allow them to develop a
large sight word vocabulary and to
increase their confidence as readers to the
point where they can tackle more difficult
situations
 Researchers differ on whether to use
independent level or instructional level text
to build fluency

Helpful Websites
Different forms of repeated reading
instruction
Activities for Increasing Reading Rate
Helpful Websites
Readability Analysis and CBA
(Curriculum Based Assessment)
probe generator
Level Estimator
Dr. Edward Fry’s Instant Words
Fun Websites
Clifford’s Big Ideas from PBSKids
Printable Stories from Between the Lions
Book Adventure
The Indian Reading Series: Stories and
Legends from the Northwest
Wrap-Up
Questions/Concerns?
Remember – next week will be on
Tuesday, April 20th at 4:00 p.m.