Fluency

1
Fluency

• Fluency is important because it provides a
  bridge between word recognition and
  comprehension. (Reading Links, 2002, p.9)
• Presentation by
• Carol Everhart Critcher
• Title I Reading Specialist

2
The 3 Components of Fluency

• Accuracy Automaticity of words it refers to the
  persons ability to read words in a text.
• Rate The speed a person reads.
• Prosody Refers to stress, intonation, and
  pauses.

3
Why is fluency important?

• Fluency doesnt ensure comprehension, but
  comprehension is difficult without fluency.
• When students make gains in reading fluency, they
  are able to put their energies into comprehension
  strategies.

4
Fluency Instruction

• Four components for fluency instruction.
• Modeling fluent reading
• Word study activities
• Guided oral reading instruction
• Opportunities to practice and perform

5
Modeling Fluent Reading

• Students need opportunities to hear fluent
  reading
• Read aloud
• Books on Tape
• Buddy Reading
• Peer/Paired Reading
• Guest Readers

6
Guided Oral Reading Instruction

• Examples include
• Echo Reading
• Peer/Paired Reading
• Choral Reading
• Buddy Readers
• Guest Readers

7
Word Study

• Flashcard Practice
• Frequent Phrases
• Concentration
• Sight Word Bingo
• Fluency with Word Study
• Rapid Word Recognition
• Word Sorts

8
Practice and Performance

• Readers Theater
• Repeated Readings

9
Readers Theater

• What is it?
• Readers Theater encourages children to use all
  their smart reading skills to perform the book
  by reading it from a script. It is like a play,
  the only difference is the teacher doesnt have
  to provide props if they dont choose to.

10
Characteristics of Readers Theater

• Students do not memorize parts they always read
  from their scripts.
• A stage is unnecessary, students simply stand or
  sit in a semicircle
• Props are minimal
• Scripts ideally are introduced in small groups
• A script is introduced like a new story with
  instructional support (ex new vocabulary,
  understanding of characters, etc.)
• For struggling readers who are building fluency,
  scripts are manageable.
• Scripts should be at their independent/instruction
  al reading level.
• Opportunities for practice are provided.

11
Readers Theater Tips

• Choose a script (either one already written or
  one that you develop yourself)
• Assign parts, children should highlight their
  part
• Read through with the group emphasizing
  expression, intonation and meaning.
• Discuss ways to personalize a character
• Allow opportunities to practice

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Sources for Readers Theater

• Online Resources
• www.aaronshep.com/rt
• www.readers-theatre.com
• www.geocities.com/EnchantedForest/Tower3235
• www.storycart.com
• www.loiswalker.com/catalog/gudesamples.html
• www.readinglady.com

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Sources for Readers Theater

• Books/Collections of Scripts
• A Readers Theatre Treasury of Stories by Win
  Braun (Calgary Braun Braun, 2000)
• Presenting Readers Theater, by Caroline Feller
  Bauer (H.W. Wilson, 1991)
• Readers Theatre for Beginning Readers by Suzanne
  Barchers (Teachers Ideas Press, 1993)
• The Best of Readers Theater, Vols. I and II, by
  Lisa Blau (One from the Heart, 2000)
• From Script to Stage (22 readers theater scripts
  from first grade through junior high school), by
  Aaron Shepherd.

14
Repeated Readings

• What are Repeated Readings?
• Students practice reading by rereading short
  passages aloud. There should be ample
  opportunities to practice. Repeated readings
  provide a student an opportunity to use
  expression and reading with feeling. Students
  can be assessed both informally or informally.

15
Repeated Reading

• Things to Remember
• Before reading the teacher discusses phrasing,
  rate, intonation, etc. Unfamiliar vocabulary is
  discussed. The teacher then models the passage.
  Students read a passage several times until
  fluency has developed.

16
Repeated Readings

• Three Ways to Provide Repeated Reading Practice
• Direct Instruction (Whole class)
• Small Group
• Books on Tape

17
Repeated Readings Sources

• Books
• The Random House Book of Poetry for Children,
  selected by Jack Prelutsky (Random House, 2000)
• Sing A Song of Popcorn Every Childs Book of
  Poems, selected by Beatrice Schenk de Regniers,
  Eva Moore, Marry M. White, and Jan Carr
  (Scholastic, 1988)
• Treasure Chest of Poetry, by Bill Martin, Jr.
  with John Archambault and Peggy Brogan (DLM
  Teaching Resources, 1986)
• The 20th Century Childrens Poetry Treasury,
  selected by Jack Prelutsky (Knopf, 1999)