Fluency

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Fluency
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• You cant read to learn until you first learn to
  read.
• -Rod Paige, US Secretary of Education

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FluencyGrades 1-5

• Fluency is the ability to read a text accurately
  and quickly (automaticity). (Samuels,
  1994)
• Fluency is the ability to read text with accuracy
  at an appropriate rate, and with appropriate
  expression/phrasing (prosody).

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Research says

• Repeated and monitored oral reading improves
  fluency.
• Repeated reading can benefit most students
  throughout elementary school, as well as
  struggling readers at higher grade levels.
• Fluency is key to reading achievement.
• 
  (Chard, Vaughn, Tyler 2002)
• It develops because students are given
  opportunities to practice reading with a high
  degree of success. They should be reading books
  at their independent reading level with 95
  accuracy. (Allington 2001)

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Fluency

• Fluent readers use decoding skills to quickly
  read through material to achieve comprehension.
  They have good vocabulary and they continually
  make connections with the text and their own
  background knowledge.
• (Armbruster, Lehr, Osborn 2001)

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Fluency continued

• Fluent readers focus on and can devote attention
  to comprehension.
• Non-fluent readers focus on decoding.
• Fluency is important because it provides a bridge
  between word recognition and comprehension.
• Fluency develops from practice it is not
  developmental. It can change depending on
  vocabulary and the background knowledge the
  student has. Students need to read and re-read
  appropriate books at their independent level.
• Fluency can be very motivating to students.

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Fluency continued

• Students must hear fluent readers model reading
  and must be coached to become smooth,
  expression-filled readers.
• To determine if a book is the correct level for a
  student they should be able to read a 100 word
  passage with 95 accuracy, meaning that they have
  less than 7 errors in the passage.
• Round Robin reading is not effective. Students
  only read a small amount of text, only read it
  once, not the best use of time.
• (Eldridge, Reutzel and Hollingsworth 1996)

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Assessing Fluency

• DIBELS or AIMSweb
• 3 Minute Reading Assessments Word Recognition,
  Fluency Comprehension (2205) by Timothy
  Rasinski Nancy Padak
• Just use instructional situations
• Any passage of about 125-150 words

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Oral Reading Rate Norms
Grade Fall Winter Spring
1 2 3 4 5 6 0-20 40-60 60-90 90-110 95-115 105-125 20-40 50-80 70-100 100-120 110-130 120-140 40-60 70-110 90-120 110-130 120-140 135-155
Source Adapted from Hasbrouck and Tindal (2006)
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Techniques for Developing Reading Fluency

• Repeated Reading of books with conversation
• Partner Reading
• Radio reading
• Echo Reading, Choral Reading
• Chunking
• For beginning readers put phrase slash marks
• Tape-Assisted Reading
• Readers Theater
• Timed Reading
• Read Alouds

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Websites for Fluency

• http//www.busyteacherscafe.com/units/fluency.htm
• http//www.time4learning.com/readingpyramid/index.
  htm
• http//www.readinga-z.com/guided/fluency.html
• http//www.nifl.gov/partnershipforreading/publicat
  ions/reading_first1fluency.html
• http//www.fcrr.org/publications/pub...uency_2005.
  pdf

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How Much Growth?Fuchs, (1993)
Grade Realistic Goals Ambitious Goals
1 2.0 words per week 3.0 words per week
2 1.5 words per week 2.0 words per week
3 1.0 words per week 1.5 words per week
4 .55 words per week 1.1 words per week
5 .5 words per week .8 words per week
6 .3 words per week .65 words per week
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Monitoring Progress

• 2-3 passages at GOAL or Instructional Level
• WCPM goal at this time
• Weekly goal- 2 words a week
• Goal Period- 10 weeks
• Draw aim line and begin instruction
• This compares students to themselves rather than
  grade norms

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Lets Have Some Fun!

• http//www.readingonline.org/electronic/carrick/
• Ickle Me, Pickle Me, Tickle Me Too
• Ickle Me, Pickle Me, Tickle Me too, Went for a
  ride in a flying shoe, "Hooray!" "What fun!"
  "It's time we flew!" Said Ickle Me, Pickle Me,
  Tickle Me too.

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• Ickle was captain, Pickle was crew, And
  Tickle served coffee and mulligan stew As higher
  And higher And higher they flew, Ickle Me,
  Pickle Me, Tickle Me too.

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Ickle Me, Pickle Me, Tickle Me too, Over the sun
and beyond the blue. "Hold on!" "Stay in!" "I
hope we do!" Cried Ickle Me, Pickle Me, Tickle
Me too.
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• Ickle Me, Pickle Me, Tickle Me too Never
  returned to the world they knew, And nobody
  knows what's happened to Dear Ickle Me, Pickle
  Me, Tickle Me too.
• Written by Shel Silverstein (1930-1999)