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Fluency

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The ability to read quickly, accurately and with proper expression ... Proper phrasing and intonation. Reading Fluency and Assessment ... – PowerPoint PPT presentation

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Title: Fluency


1
Fluency
  • What are the important issues surrounding the
    development of fluency in reading?

2
Fluency
  • What is it?
  • ABCD? EFG! HI? JKL. MN? OPQ. RST! UVWX.
    YZ!
  • Whisper phones, echo reading, radio reading
  • Explicit instruction in fluency?

3
Fluency
  • The ability to read quickly, accurately and with
    proper expression
  • Freedom from word identification problems that
    might hinder comprehension
  • Is oral reading as important as silent reading?
    Should oral reading be receiving the attention
    that it is?

4
Fluency
  • Is fluency an outgrowth of or a contributor to
    comprehension?
  • Fluency has a reciprocal influence with
    comprehension

5
Fluency
  • Reading fluency refers to efficient, effective
    word recognition skills that permit a reader to
    construct the meaning of text. Fluency is
    manifested in accurate, rapid, expressive oral
    reading and is applied during, and makes
    possible, silent reading comprehension.
    (combination of definitions)

6
Fluency
  • Two things are really taking place simultaneously
  • Decoding (word identification, word recognition)
  • Comprehension (construction of meaning)
  • If attention is on decoding, comprehension
    suffers
  • Automaticity of decoding is necessary for
    comprehension
  • Readers who achieve some fluency are apt to read
    more extensively (because it is not so difficult)

7
Fluency
  • Repeated oral reading
  • Guided reading
  • Independent reading

8
Consolidated Alphabetic Stage
  • Recognize words instantly
  • Use decoding skills
  • Store words as units
  • Store letter patterns across words
  • Increased vocabulary development

9
Instruction for Fluency
  • Build the graphophonic foundations for fluency
  • Build and extend vocabulary
  • Provide expert instruction and practice in use of
    high-frequency words
  • Teach common word parts and spelling patterns
  • Teach, model, and provide practice in applying
    decoding strategies

10
Instruction for Fluency
  • Use appropriate texts to coach strategic
    behaviors and build reading speed
  • Use repeated reading as an intervention approach
    for struggling readers
  • Extend fluency through wide independent reading
  • Monitor fluency development through appropriate
    assessment procedures

11
Instruction for Fluency
  • Teach letters, sounds, and segmenting and
    blending
  • Extend vocabulary (4 types of voc instruction)
  • Use word walls for high frequency words and teach
    the regularities of irregular words
  • Introduce students to multiple-letter units
  • Teach decoding strategies (letters left to right,
    think about sounds of letters, blend sounds, Ask
    Is this a word I know? Does it make sense?, if
    it doesnt make sense think of other strategies,
    use context along with other strategies

12
Instruction for Fluency
  • 6. Match text to readers, use Guided Reading
  • Use repeated reading, neurological impress, radio
    reading, paired reading
  • Encourage wide independent reading-is very
    beneficial for those making adequate progress
    with fluency
  • Assess-oral reading accuracy, oral reading rate,
    quality of oral reading, and reading
    comprehension
  • How often do you assess?

13
Instruction for Fluency
  • Fluency without accompanying high levels of
    reading comprehension is of very limited value.
  • Pikulski Chard. (2005). Fluency Bridge
    between decoding and reading comprehension. The
    Reading Teacher. March 2005.

14
Reading Fluency and Assessment
  • Fluency-three elements
  • Accurate reading
  • At a conversational rate
  • With appropriate prosody or expression
  • Access the authors meaning
  • Attending to the print
  • Proper phrasing and intonation

15
Reading Fluency and Assessment
  • Fluent readers do not need as many eye fixations
    or regressions
  • Fluent readers make shorter fixations, longer
    jumps between fixations, and fewer regressions
    than slow readers
  • How do you conduct timed readings?
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