Developing Fluency: Theory, Research and Practice Sharon Walpole University of Delaware Anticipation Guide Yes No Oral reading accuracy is a good predictor of reading comprehension.
Download ReportTranscript Developing Fluency: Theory, Research and Practice Sharon Walpole University of Delaware Anticipation Guide Yes No Oral reading accuracy is a good predictor of reading comprehension.
Developing Fluency: Theory, Research and Practice Sharon Walpole University of Delaware Anticipation Guide Yes No Oral reading accuracy is a good predictor of reading comprehension in grades1-2. Yes No Fluency intervention should begin as soon as we measure oral reading fluency. Yes No Fluency intervention should employ grade level and challenging texts. Yes No We should measure silent reading rate because skilled reading is silent. Yes No Accurate and automatic oral reading is necessary but insufficient for comprehension. Game Plan What is fluency? Why is it important? How does it fit within models of reading and reading development? How can we measure it? How can we address it during whole-class and needs-based instruction? Questions and Answers: Fluency What is it? & Why is it important? Definitions, theoretical models and developmental models we have already explored and those described in recent fluency studies Fluency is “reading with expression.” Fluency is “making written language sound like oral language.” Fluency is evidence of comprehension? Fluency is a prerequisite to comprehension? What can you actually do with those ideas? Wolf and Katzir-Cohen’s Developmental Definition (p. 219) In its beginnings, reading fluency is the product of the initial development of accuracy and the subsequent development of automaticity in underlying sublexical processes, lexical processes, and their integration in single word reading and connected text. These include Perceptual [letter recognition?] Phonological [segmentation and blending?] Orthographic [graphemes and spelling patterns?] Morphological [grammatical morphemes? Prefixes and suffixes?] processes at the letter, letter-pattern, and word levels, as well as semantic and syntactic processes at the word level and connected-text level. After it is fully developed, reading fluency refers to a level of accuracy and rate where decoding is relatively effortless; where oral reading is smooth and accurate with correct prosody; and where attention can be allocated to comprehension. Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5, 211-239. Fluency requires the child to use phonics and spelling knowledge automatically (DIBELS LNF, ISF, PSF, NWF) Fluency requires the child to automatically integrate phonics and spelling knowledge to recognize entire words (DIBELS ORF) Fluency requires the child to link recognized words into natural phrases, with appropriate enunciation and emphasis (DIBELS ORF) Fluency in Connected Text (textual) Fluency at the Word Level (lexical) Fluency within Words (sublexical) What are the implications of the developmental definition for curriculum and instruction? How is the developmental definition of fluency connected to theoretical models of skilled reading and of reading acquisition? Rayner, K., Foorman, B. F., Perfetti, C. A., & Pesetsky, D., Seidenberg, M.S., (2001). How psychological science informs the teaching of reading. Psychological Science in the Public Interest, 2, 31-74. http://www.blackwellsynergy.com/links/doi/10.1111%2F1529-1006.00004 The short answer . . . all models of skilled reading AND stage models of reading acquisition either target or require fluency. Automaticity Theory Two requirements of reading – automatic word recognition AND constructing meaning The more energy spent with decoding, the less remaining for meaning construction Laberge & Samuels (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323. Ages and Stages: Chall’s Model 4. Comprehension of multiple perspectives 3. Comprehension of a single perspective 2. Fluency 1. Phonological recoding 0. Alphabet knowledge Stage 4 Highschool Stage 3 Grades 4 to 8 Stage 2 Grades 2 and 3 Stage 1 Grades 1 and 2 Stage 0 Birth to K . Chall, J.S. (1983). Stages of reading development. New York: MacGraw-Hill. Stages in Word Recognition Stages in Beginning Spelling Pre-alphabetic Uses environmental and visual cues Precommunicative Partial alphabetic Semiphonetic Full alphabetic Reads words by forming complete connections because child can segment to the phoneme Phonetic Consolidated alphabetic Transitional Reads words by forming connections between only some of the letters Reads words by chunking (morphemes, syllables, etc.) Pictures or letters, but random Abbreviated spellings, some sounds represented All sounds represented Long vowels marked, but not always correctly Conventional Spelling Mostly correct spellings Ehri, L. (1997). Sight word learning in normal readers and dyslexics. In B. Blachman (Ed.), Foundations of reading acquisition and dyslexia: Implications for early intervention (pp. 163-189). Mahwah, NJ: Lawrence Erlbaum Associates. Gentry, J.R. (1982). An analysis of spelling development in GYNS AT WRK. The Reading Teacher, 36, 192-200. Development of Automaticity in Word Recognition Does it happen at the level of the individual word? Does it happen at the level of the orthographic feature? Either way, it happens through repeated, successful exposures to words Share’s Self Teaching Hypothesis: Decoding Process Development of Orthographic Representation Fluency Accuracy Sight Word Recognition Decoding Automaticity Guessing from context Stress Prosody Pitch Phrasing How well do the teachers, coaches, and administrators with whom you work understand fluency? Which concepts are new? What do you think we need to do to increase their understanding? How should we measure fluency? Fuchs, L. S. Fuchs, D., Hosp, M.K., & Jenkins, J. R. (2001). Scientific Studies of Reading, 5, 239256. Good, R. H., Simmons, D.C. & Kame’enui, E.J. (2001). The importance of decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade highstakes outcomes. Scientific Studies of Reading, 5, 211-239. Reading Rates (WPM) Grade 1 60-90 Grade 6 195-220 Grade 2 85-120 Grade 7 215-245 Grade 3 115-140 Grade 8 235-270 Grade 4 140-170 Grade 9 250-270 Grade 5 170-195 Grade 12 250-300 Harris, A. J., & Sipay, E. R. (1990). How to increase reading ability (9th Ed.). New York: Longman. Fluency Norms: WCPM Grade 1 2 3 4 5 6 7 8 Fall Winter 53 79 99 105 115 147 156 78 93 112 118 132 158 167 Rasinski, T. R. (2003). The fluent reader. New York: Scholastic Professional Books. Spring 60 94 114 118 128 145 167 171 NAEP Oral Reading Fluency Scale 4 Large and meaningful phrase groupings. Preserves author’s syntax and includes expressive interpretation. 3 Three- and four-word phrases. Mostly appropriate and preserving syntax. Little or no expressive interpretation. 2 Two-word phrases. Occasional larger groupings, but awkward and unrelated to larger context. 1 Word by word. Occasional two-word or threeword phrases. In GARF, how is fluency measured? Kindergarten DIBELS First DIBELS Second and Third Grade DIBELS Letter-name fluency Initial sound fluency Phoneme segmentation fluency Nonsense word fluency Phoneme segmentation fluency Nonsense word fluency Oral reading fluency Nonsense word fluency Oral reading fluency How do teachers react to this notion of automaticity with basic processes and oral reading fluency taken as indicators of overall reading competence? Why don’t we just continually measure comprehension, since it is reading? Why don’t we measure silent reading rate? Why don’t we measure prosody? How might these automaticity and fluency assessments work together as a system for monitoring student achievement? Phonological Awareness Alphabetic Principle Accuracy and Fluency High Stakes Test One thing is certain . . . readers develop reading fluency through reading practice. Let’s try some. How can we support fluency development? Stahl, S. A. (2004). What do we know about fluency? Findings of the National Reading Panel. In P. McCardle & V. Chabra (Eds.), The voice of evidence in reading research (pp. 187211). Baltimore, MD: Brookes. Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95, 3-21. Some Generalizations ORF programs and strategies work within a specific developmental window – late first grade through early third grade Increasing the volume of children’s reading is what all approaches have in common Different forms of assistance and modeling may make more difficult (even grade-level) texts accessible Fluency work develops fluency and comprehension, but not word recognition in isolation Guided Oral Reading But why can’t we just do what we’ve always done Round Robin Oral Reading Each child reads too little; Engagement is low Teacher-provided feedback is of low quality Instructional time is wasted Four Simple Alternatives Choral Reading The teacher leads the entire class or group reading aloud in unison. Echo Reading Partner Reading The teacher reads a sentence and then the class rereads it aloud. Whisper Reading Each child reads aloud (but not in unison) in a quiet voice. Pairs of readers alternate reading aloud by a set protocol. What can teachers do with the whole class? Distributed Practice Fluency Development Lesson Peer-Assisted Learning Strategies (PALS) Fluency-Oriented Reading Instruction (FORI) (For reviews of supplemental fluency curricula, consult http://fcrr.org and http://oregonreadingfirst.uoregon.edu/SIprogram s.php) Distributed Practice Children developing phonemic awareness and the alphabetic principle need short, frequent, targeted practice sessions. How can teachers facilitate this? Fluency Development Lesson 15 minutes 4xs per week 1. Teacher selects short text (100-200 words) and prepares two copies for each child 2. Teacher reads the text aloud several times 3. Class reads the text chorally several times with the teacher 4. Students work in pairs to reread the text 3 times each 5. Teacher sends text home for work with parents 6. Several pairs perform for the class Rasinski, Padak, Linek, & Sturtevant (1994). The effects of fluency development on urban second grade readers. Journal of Educational Research, 87, 158-164. PALS 3 xs 35 minutes each week, high-low pairs Text is appropriate for weaker reader 5 minutes: strong reader reads aloud 5 minutes: weaker reader rereads 2 minutes: weaker reader retells 5 minutes: strong reader reads paragraph by paragraph, stopping at each to tell the main idea 5 minutes: weak reader uses same summarization procedure 5 minutes: strong reader predicts content of next half page, reads it aloud, and revisits prediction 5 minutes: weak reader uses same summarization procedure This procedure has been used with students in grades 2-6 Fuchs, Fuchs, Mathes, & Simmons (1996). Peer-assisted learning strategies in reading: A manual. (Box 328 Peabody, Vanderbilt Univ. Nashville, TN 37203) FORI Redesigned whole-group basal lesson, grade 2 1. Teacher reads story to children; they discuss 2. Echo and partner readings over the course of the week 3. Rereadings at home (15 minutes) 4. Free reading (SSR) 15-30 minutes This procedure has been effective for second graders especially for those who began second grade at least at the primer level. Stahl, S., Heubach, K., & Cramond, B. (1997). Fluency-oriented reading instruction. Washington, DC: NRRC. What do these classroom programs have in common? There is some form of modeling and assistance, either by the teacher or a peer Repetition is planned and organized There are varied “performances” over time Current Practice Whole-class fluency work What are the strategies? Are they assisted or unassisted? How consistently are they used? What evidence do you have of their effectiveness? Where are teachers struggling? What about in needs-based groups? Repeated Readings Assisted Readings Tutoring Repeated Readings 1. 2. 3. 4. 5. Teacher selects a passage that is challenging for the child. The child reads it aloud while the teacher times and notes word recognition errors. The teacher charts time and errors. The teacher reviews the challenging words. The child rereads (with continued charting) to a criterion of rate or repetition. 2:00 1:50 1:40 1:30 1:20 1:10 1:00 0:50 0:40 1 2 3 4 5 6 7 8 9 10 Number of Times I Read the Same Passage 2:00 1:50 Week 1, Passage A 1:40 1:30 1:20 1:10 1:00 0:50 0:40 1 2 3 4 5 6 7 8 9 10 Number of Times I Read the Same Passage 2:00 1:50 Week 1, Passage A 1:40 1:30 1:20 1:10 1:00 Week 2, Passage B 0:50 0:40 1 2 3 4 5 6 7 8 9 10 Number of Times I Read the Same Passage Assisted Reading Neurological Impress Choral reading technique with teacher tracking and reading into child’s dominant ear. Reading while Children listen to a taped reading Listening while they track. They practice and perform a selection. ClosedClosed captioning activated while caption TV children watch regular programs. They then practice and perform. ComputerChildren read text in a digital assisted environment with the option of listening to words or portions. Paired Reading with a Tutor Child chooses a book Child and tutor begin to read chorally Child signals desire to read alone – Tutor provides words that child miscalls – Child and tutor reread sentence chorally – Child continues reading alone Current Practice Needs-Based Fluency Work What are the strategies? Are they assisted or unassisted? How consistently are they used? What evidence do you have of their effectiveness? What about fluency intervention? Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5, 211-239. Connectionist Models Context Processor Meaning Processor Orthographic Processor Reading Writing Phonological Processor Speech “The unsettling conclusion is that reading fluency involves every process and subskill involved in reading.” (Wolf & Katzir-Cohen, 2001, p. 220) An intensive fluency intervention is likely to attend to more than one component of fluency. What next? Consider Your Focus What do the available data tell you about children’s fluency achievement? What materials are available for use in fluency instruction? What do the available data tell you about teachers’ fluency practices? Anticipation Guide Yes No Oral reading accuracy is a robust predictor of reading comprehension. Yes No Fluency intervention should begin as soon as we measure oral reading fluency. Yes No Fluency intervention should employ grade level and challenging texts. Yes No We should measure silent reading rate because skilled reading is silent. Yes No Accurate and automatic oral reading is necessary but insufficient for comprehension.