Transcript Developing Fluency: Theory, Research and Practice Georgia’s Reading First

Developing Fluency:
Theory, Research and
Practice
Georgia’s Reading First
Presentation prepared
by
Dr. Sharon Walpole
Dr. Michael McKenna
1
Get a Buddy!
2
What do you know about fluency?
1
Yes
No Fluency instruction should not begin
until Grade 3.
2
Yes
No Fluency intervention should begin as soon
as we measure oral reading fluency.
3
Yes
No We should measure silent reading rate
because skilled reading is silent.
4
Yes
No Accurate and automatic oral reading is
necessary but insufficient for
comprehension.
3
5
Yes
No Fluency instruction should employ
grade level and challenging texts.
6
Yes
No Children should be encouraged to engage
fully in Reader’s Theater by bringing
costumes and props from home.
7
Yes
No Listening to audiotapes has been proven to
enhance reading fluency.
8
Yes
No The most important skill focus in Grade 2
is fluency, but it is still important in grade
3.
Slide added by GARF Staff
4
9
Yes
No Fluency is dependent on automaticity in
earlier skills: phonemic awareness, phonics
and sight words.
10
Yes
No Rereading familiar texts on a child’s
independent reading level has been
demonstrated to improve reading fluency.
11
Yes
No In order to improve fluency, re-readings
should be monitored.
12
Yes
No No correlation between a child’s
expressive reading skill and his
comprehension has been demonstrated.
Slide added by GARF Staff
5
•
•
•
•
•
Goals for Today: to answer the
following questions
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 wholeclass and needs-based instruction?
6
Where does fluency fit
in the big picture of
reading instruction?
7
5 Pillars of Reading
•
•
•
•
•
Phonological Awareness
Phonics
Fluency
Vocabulary
Comprehension
8
Phonological
Awareness
Decoding
Sight Word
Knowledge
Automatic
Word
Recognition
Vocabulary
Knowledge
of
Structure
Print
Concepts
Fluency
& Context
Background
Knowledge
General
Purposes
for Reading
Language
Comprehension
Reading
Comprehension
Strategic
Knowledge
Specific
Purposes
for Reading
Knowledge
of
Strategies
9
Exactly what is Fluency?
10
How do you think teachers
most commonly define fluency?
11
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.
5,
Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency
and its intervention. Scientific Studies of Reading,
211-239.
12
Fluency
Accuracy
Sight
Word
Decoding
Confirming
from
Context
Automaticity
Rapid
Recognition of
Words and
Phrases
Prosody
Stress
Pitch
Phrasing
Slide added by GA RF Staff
13
How do we know fluency is
important?
14
Automaticity Theory
• Two requirements of reading
– Automatic word recognition
– Construction of 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.
15
Automaticity Theory:
Laberge & Samuels (1974)
Energy Scale
16
Automaticity Theory:
Laberge & Samuels (1974)
Energy Scale
17
Let’s look at the
developmental levels of
fluency.
18
Fluency requires the child to
use phonics and spelling
knowledge automatically
(DIBELS LNF, ISF, PSF,
NWF)
Phonemes, Letters,
Early Phonics Skills
19
Fluency requires the child to
automatically integrate phonics
and spelling knowledge to
recognize entire words
(DIBELS ORF)
Automatic and Accurate
Word Recognition
20
Prosody
Fluency requires the child to
link recognized words into
natural phrases, with
appropriate enunciation and
emphasis (DIBELS ORF)
21
Fluency in Connected Text
(textual)
Fluency at the Word Level
(lexical)
Fluency within Words
(sublexical)
22
Sequential Design for Instruction in the
Five Dimensions of Reading K-3
PA
K
1
2
3
Phonics
Fluency
Vocab.
Comp.
☺ ☻ ☻ ☻☻☻ ☻ ☻
☻
☻☻☻
☻
☻☻
☺☺ ☺☺ ☺☺ ☺☺ ☻☻
☻☺
☺ ☺☺☺
☻☻
☺☺☻
☺☺ ☺☺☺☺ ☺☺
☻☻☻
☺☺☺☺ ☻☻
☺ ☺ ☺☺☺☺ ☺☺ ☺☺☺☺
☻☻
☻☻☻
☺☺☺
☺☺
☺
☺☺
☺☺
23
☺= Direct Instruction ☻= Instruction done through Read Alouds
How do I know who needs
Fluency instruction?
24
Reading Rates (WPM)
not correct words per minute
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
25
Fluency Norms: WCPM
Grade
1
2
3
4
5
6
7
8
Fall
53
79
99
105
115
147
156
Winter
Spring
78
93
112
118
132
158
167
60
94
114
118
128
145
167
171
26
Oral Reading Fluency Spring Benchmarks
from Various Research
Grade
Spring Benchmarks
Rasinski
(2003)
DIBELS
ORF
GPS
Hasbrouck & Tindal
(2005)
(50th percentile
rank)
1
60
40
60
53
2
94
90
90
89
3
114
110
120
107
4
118
123
5
128
139
6
145
150
7
167
150
8
171
151
27
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
three-word phrases.
28
Talk to you buddy about
Why you might want to use this scale and
how you could use it.
29
The Fluent Reader
• Now, let’s look at strategies for
assessing and remediating word
recognitions errors
– Pages 180-197
30
The Fluent Reader
• Let’s look at the use of repeated
readings for building
automaticity: Turn to page 181
in Chapter 8.
• In your group, divide the
different strategies for
assessing reading, IRI’s, One
Minute Probes and share.
31
Sum It Up
Slide added by GARF Staff
32
The Fluent Reader
• Let’s look at Reader’s Theater:
– Page 113-136
Slide added by GARF Staff
33
One thing is certain . . . readers
develop reading fluency through
reading practice.
34
Sum It Up:
How can we support
fluency development
within our classrooms?
What tools are most
helpful?
Slide added by GARF Staff
35
What level of text is
best for fluency work?
• Talk to your buddy. What do you
think?
Slide added by GARF Staff
36
With your Buddy, answer
these questions:
• How will you determine what kinds of
text a child should use to develop
fluency?
– Will it be grade level?
– Will it be instructional level?
– Will it be independent level?
• Under what circumstances should any
of these be used?
37
With your Buddy, answer
these questions:
• At what stage in a child’s
reading development
should s/he begin fluency
work?
• Is it ever too early?
38
From Research We Have
Learned that:
• Increasing the amount of text
that children read orally
improves fluency.
• Ensuring that the text is at
the correct level of difficulty
improves growth of fluency
development
Slide added by GARF Staff
39
• Traditionally, we have used
independent level text for
fluency practice.
• Fluency practice should be done
with independent level text if
students are working without
support.
40
From Research We Have
Learned:
• The correct level of difficulty
should include instructional level, if
we:
– support students with their initial
encounters with challenging texts
– provide immediate corrective
feedback
41
Slide added by GARF Staff
From Research We Have
Learned that:
• Children may be supported in
reading challenging materials
through:
– Repeated readings of the same
text
42
From Research We Have
Learned that:
• Effective approaches monitor
children’s reading and provide
guidance during repeated and
assisted reading
– Listening to audiotapes is effective
when children are held responsible for
reading what is on the tape
Slide added by GARF Staff
43
Sum It Up
How can we increase the
amount of reading within each
of our classes?
What can teachers do to
increase practice
opportunities during
small group?
Slide added by GARF Staff
44
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
Instructional
time is
wasted
Teacher-provided
feedback is of low quality
45
Continuum of Support
Echo
Reading
Choral
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.
The teacher leads the entire class
or group reading aloud in unison.
Pairs of readers alternate reading
aloud by a set protocol.
46
Taken from a presentation by Jo Robinson, Conyers, GA , 2008
Bumpy vs. Smooth Reading
• Model for children the difference between bumpy
and smooth reading
• Select phrases from the upcoming story to put on
personal lines of print cards
• All are known words—this is only for fluency, not
recognition
• Give each child a different “line of print” to read
• Model bumpy again; then have children read bumpy;
then have them read smoothly
• Have them pass their phrase to the next person;
say, Read it in your brain, now read smoothly
47
• Praise one or two children after each reading
Personal Lines of Print:
Fry Phrases
Near the car
Between the
lines
My own
father
In the
country
In the country Near the car
Between the
lines
My own
father
My own father
In the
country
Near the car Between the
lines
Between the
lines
My own
father
In the
country
Near the car
Near the car
Between the
lines
My own
father
In the
country48
What can teachers do with the
whole class?
We will preview the following:
•
•
•
•
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/SIprograms.
php)
49
Confession time: We’ve all
done it and some of us
are still doing it.
Talk to your buddy about
your own use of Round
Robin. Why do you think
the practice is so
widespread?
Slide added by GARF Staff
50
Distributed Practice
Children developing phonemic
awareness and the alphabetic
principle need short, frequent,
targeted practice sessions—
for “overlearning” to automaticity in
those sublexical skills.
What can we do in our classrooms
to achieve this?
51
What can we do to facilitate
practice with those skills
previously taught? Have you
seen any good strategies for
doing this? Or are there builtin reviews in some of the
programs you are using?
52
Fluency Development Lesson
15 minutes 4 times 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.
53
The Fluent Reader
• See page 145-149 for a full description of
the fluency development lesson.
–
–
–
–
–
–
–
–
Teacher models variety of voices.
Discuss meaning and teacher reading.
Class choral reads.
Partner reads.
Performance.
Pick words of word wall.
Put in folder for repeated reading.
Reread the next day.
Slide added by GARF Staff
54
Peer-Assisted Learning Strategies (PALS)
3 times 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 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, TN55
37203)
Fluency-Oriented Reading
Instruction (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 as parent listens (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.
56
What do all of the classroom
programs that have been found to
be effective 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
57
Current Practices:
Whole-class fluency work
What fluency strategies have you
used or seen being used?
• Are they assisted or unassisted?
• How consistently are they used?
• What evidence do you have of their
effectiveness?
• Where are teachers struggling?
58
Common Classroom Practices that We May
Need to Rethink if We Want to Improve
Fluency # 21
1. Reread your book 3-5 times
before you get another one.
What’s wrong here?
2. Go to the listening center
and listen to the tape. Make
sure you follow along with
the book as you listen.
3. Read your book silently.
4. Round Robin in whole and/or
small group.
59
What kinds of strategies
should we be using in needsbased groups?
• Repeated Readings
• Assisted Readings
• Tutoring
60
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
61
“What Do We Know about Fluency”
by Steve Stahl
1. Find the intervention that
you might want to use if you
had a volunteer who showed
up somewhat unexpectedly.
2. Find the intervention that
you might use if you had a
listening center and enough
$$ to order the tapes
3. Find the intervention that
requires the least amount
of preparation for the
teacher and has the least
amount of evidence of
effectiveness.
4. Find the intervention that
may be used with an entire
2nd grade class
62
Neurological
Impress
Reading while
Listening
Assisted Reading
Choral reading technique with teacher
tracking and reading into child’s dominant
ear.
Children listen to a taped reading while they
track. They practice and perform a
selection.
Closed-caption Closed captioning activated while children
TV
watch regular programs. They then practice
and perform.
Computerassisted
Children read text in a digital environment
with the option of listening to words or
portions.
63
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 your own fluency practices?
Are your students as fluent
as they need to be?
64
What have you learned about
fluency?
Yes No
Yes No
Yes No
Go back and check your
answers.
Yes No
Yes No
65
Slide added by GARF Staff
From Research We Have
Learned that:
• Fluency is most important in first and
second grades, with other aspects of
reading gaining importance in third
and higher.
• However, we know that the need to
maintain gains in fluency continues
into high school.
Stahl, S. The Voice of Evidence, 2004, eds. McCardle &
Chabra. “What do we know about fluency: Findings of the
National Reading Panel” Brookes Publishing: Baltimore
66
Some Generalizations
• ORF programs and strategies work best
within a specific developmental window –
late first grade through early third grade.
• Increasing the amount of children’s
reading is what all approaches have in
common.
• Different forms of assistance and
modeling may make more difficult texts
more easily readable (even grade-level
selections.)
67
FLUENCY
COMPREHENSION
(Rate and
Accuracy)
“What Do We know about Fluency: Findings of the National Reading Panel,”
Steven A. Stahl, The Voice of Evidence in Reading Research, 2004, eds.
McCardle & Chhabra, Brookes Publishing: Baltimore
Slide added by GA RF Staff
68
The Fluent Reader
• Last, but not least……….
• READ ALOUDS-pg. 45
• Modeling increases intonation,
expression, phrasing, and pausing.
Slide added by GARF Staff
69
• Questions
• Comments
• Concerns
70