reading fluency marcy stein, ph.d. university of washington, tacoma

Reading FluencyReading Fluency

Marcy Stein, Ph.D.

University of Washington, Tacoma

OutlineOutline

Fluency Definitions Research Support for Building Fluency Fluency Building: Instructional Methods Fluency Building: Monitoring Fluency Progress Books and Programs References and Websites

Fluency DefinitionsFluency Definitions

Fluency as Assessment

Reading Fluency Interventions

Fluency as AssessmentFluency as Assessment

Curriculum-Based Measurement (CBM) is a set of standard simple, short-duration fluency measures of reading, spelling, written expression, and mathematics computation.

“One-Minute Timings”

Fluency as AssessmentFluency as Assessment

Purpose of CBM: Progress Monitoring Student performance is assessed continuously

during instruction. Decisions are made about whether student progress

is satisfactory or not. DIBELS, AIMSWEB

Defining FluencyDefining Fluency

“Fluency is the ability to read a text quickly, accurately, and with proper expression.”

National Reading Panel, 2000

Defining FluencyDefining Fluency

“Fluency is the ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly in ways that help them gain meaning from what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking.”

Put Reading First, 2001

Defining FluencyDefining Fluency

“Fluency is the ability to read with sufficient ease and accuracy that one can focus attention on the meaning and message of text.”

Adams, 2002

Factors Contributing to FluencyFactors Contributing to Fluency

FLUENCY

AccuracyProsody

ReadingSpeed

Defining AccuracyDefining Accuracy

Independent level (95%-100% accuracy) Instructional level (90%-94% accuracy) Frustration level (<90% accuracy)

Defining Reading SpeedDefining Reading Speed

Words Correct Per Minute (WCPM) Grade-level norms

Set goals. Determine students with high needs.

Norms for Oral Reading Fluency Grades 2-5Norms for Oral Reading Fluency Grades 2-5

Grade Percentile Fall

WCPM

Winter

WCPM

Spring

WCPM

275 82 106 124

50 53 78 94

25 23 46 65

375 107 123 142

50 79 93 114

25 65 70 87

475 125 133 143

50 99 112 118

25 72 89 92

575 126 143 151

50 105 118 128

25 77 93 100

WCPM = words correct per minute

Hasbrouck & Tindal, 1992

Defining ProsodyDefining Prosody

“The compilation of spoken language features that includes stress or emphasis, pitch variations, intonation, reading rate, and pausing.”

Osborn & Lehr, 2003

Research Support for Building FluencyResearch Support for Building Fluency

Fluency and Reading Comprehension

Theory of AutomaticityTheory of Automaticity

More Fluent Readers direct relatively little effort to the act of reading, allowing them to focus active attention on meaning and message.

Less Fluent Readers must direct considerable effort to the act of reading, leaving little attention for reflecting on its meaning and message.

Foorman & Mehta, 2002; Samuels, 2002

Theory of AutomaticityTheory of Automaticity

Less fluent readers need to allocate more resources to decoding.

More fluent readers have more resources available for comprehension.

decoding comprehension

Fluency and Reading ComprehensionFluency and Reading Comprehension

Oral reading fluency was more closely related to reading comprehension (as measured by a standardized test) than to word recognition of words drawn from the oral reading passage.

Fuchs, Fuchs, & Maxwell, 1988

Fluency and Reading ComprehensionFluency and Reading Comprehension

0 0.2 0.4 0.6 0.8 1

Written Retell(Content Words)

Oral Retell(Content Words)

QuestionAnswering

Written Cloze(Synonym)

Oral Cloze(Synonym)

Correct Words PerMinute

SATComprehension

SAT Word Study

NAEP Oral Reading Fluency ScaleNAEP Oral Reading Fluency Scale

Level 4: Reads primarily in larger, meaningful phrase groups. Although some regressions, repetitions, and deviations from text may be present, these do not appear to detract from the overall structure of the story. Preservation of the author's syntax is consistent. Some or most of the story is read with expressive interpretation.

Level 3: Reads primarily in three- or four-word phrase groups. Some smaller groupings may be present. However, the majority of phrasing seems appropriate and preserves the syntax of the author. Little or no expressive interpretation is present.

Level 2: Reads primarily in two-word phrases with some three- or four-word groupings. Some word-by-word reading may be present. Word groupings may seem awkward and unrelated to larger context of sentence or passage.

Level 1: Reads primarily word-by-word. Occasional two-word or three-word phrases may occur-but these are infrequent and/or they do not preserve meaningful syntax.

http://nces.ed.gov/pubs95/web/95762.asp

Source: U.S. Department of Education, National Center for Education Statistics.

Listening to Children Read Aloud, 15. Washington, DC: 1995

NAEP 4th-Grade Oral Reading StudyNAEP 4th-Grade Oral Reading Study

http://nces.ed.gov/pubs95/web/95762.asp

Source: U.S. Department of Education, National Center for Education Statistics.

Listening to Children Read Aloud, 15. Washington, DC: 1995

Nonfluent FluentFluency

Level 1

Fluency

Level 2

Fluency

Level 3

Fluency

Level 4

Percent Accuracy 94 94 96 97

Words per Minute 65 89 126 162

Oral vs. Silent Reading Oral vs. Silent Reading

“Most of the evidence cited to support independent silent reading comes from correlational rather than experimental research.”

National Reading Panel, 2000

Oral vs. Silent Reading Oral vs. Silent Reading

“Of the few experimental studies on the effects of independent reading, most have found small or no gains in reading achievement as a result of such activity.”

Osborn & Lehr, 2003

So… What Works?So… What Works?

Guided, Oral, Repeated Reading

Fluency Building: Instructional MethodsFluency Building: Instructional Methods

Building Reading FluencyBuilding Reading Fluency

Model fluent reading, then have students reread the text on their own.

Provide guided, oral, repeated reading practice. student-adult reading (parent, tutor, paraeducator) partner reading (small group, class-wide) tape-assisted reading computer-assisted reader’s theater

Osborn & Lehr, 2003Put Reading First, 2001

Rasinski, 2003

Guided, Oral, Repeated ReadingGuided, Oral, Repeated Reading

Guided benefits from feedback feedback from peers or adults

Oral student engagement

Repeated• three or more repetitions or to specified criterion• motivating activity

Repeated Reading: Student-AdultRepeated Reading: Student-Adult

Significantly increases reading rate, accuracy, and comprehension

Works with older students as well as elementary children

Fosters fluent word recognition through multiple exposures to words

Repeated Reading: Student-Adult Repeated Reading: Student-Adult

Direct students to reread a relatively short passage (50-200 words) until: a predetermined level of fluency is attained,

or the text has been read 3-5 times.

Repeated Reading: Partner ReadingRepeated Reading: Partner Reading

Before using partner reading for repeated reading, do the following:

1. Designate reading partners.

2. Select appropriate reading materials.

3. Assemble materials.

4. Implement the program.

Step 1:Designate PartnersStep 1:Designate Partners

a. Rank order students according to results of survey-level assessment.

b. Split the list in half to form pairs.

c. Pair top-ranked reader of the higher-performing half with top-ranked reader of the lower-performing half; do the same for the two students who are second on each list and so on until all students are paired.

Step 2:Select Reading Materials Step 2:Select Reading Materials

a. Identify materials appropriate for the lower reader’s instructional reading level (90%-94% accuracy).

b. Have both partners read the same passage from the same material.

c. Have enough materials selected for two new passages per week.

Step 3:Assemble MaterialsStep 3:Assemble Materials

What Teachers Need timing device list of partner pairings description of partner roles

What Students Need reading partner reading material folder

Step 4:Implement Partner ReadingStep 4:Implement Partner Reading

The stronger reader reads aloud; this models fluent reading.

The less fluent reader reads aloud the SAME text for the same length of time.

After both partners have read, one partner asks the other to: identify the sequence of the key ideas. tell the main idea.

Tape-Assisted ReadingTape-Assisted Reading

Purpose: To give students support and a sense of the proper phrasing and speed of fluent reading.

The student: listens to text read at 80-100 wpm by a fluent reader

and follows along by pointing to the text. reads aloud in sync with tape subvocalizing the

words. reads same text independently following repeated

reading procedures.

Computer-Assisted ReadingComputer-Assisted Reading

www.readingassistant.com

Reader’s TheaterReader’s Theater

Use of scripts (plays, poetry, expository text) No costumes, props, or scenery Multiple opportunities for meaningful practice

Reader’s Theater Weekly ActivitiesReader’s Theater Weekly Activities

Select or write a script (see Resources) Monday: Introduce activity; assign parts. Tuesday-Thursday: Have students practice. Friday: Have students perform.

Rasinski, 2003

Fitting It InFitting It In

before school during school

lunch recess school-wide reading time

after school

Getting Kids on the BallGetting Kids on the Ball

Andre Stout and Trevor Wong coach youth basketball at the North Tacoma Boys & Girls Club

Andre Stout and Trevor Wong coach youth basketball at the North Tacoma Boys & Girls Club

Basketball-loving Tacoma studentsget a reading on educational priorities

Basketball-loving Tacoma studentsget a reading on educational priorities

The News Tribune, 1/21/2004The News Tribune, 1/21/2004

The tutors time the students as they read passages written for various grade levels, marking on a sheet how many words they read in one minute.

The News Tribune, 1/21/2004

After each reading, tutors help them with words they find difficult. The children read each passage three times before moving on to another.

The News Tribune, 1/21/2004

“The teachers tell you this stuff works in class, and you’re like, ‘yeah,’” Wong said. “Then you come out here and see it. You’re like, ‘Wow.’”

The News Tribune, 1/21/2004

“The teachers tell you this stuff works in class, and you’re like, ‘yeah,’” Wong said. “Then you come out here and see it. You’re like, ‘Wow.’”

The News Tribune, 1/21/2004

Guided, Oral, Repeated ReadingGuided, Oral, Repeated Reading

Two essential features: Opportunities for Practice Guidance and Feedback

Monitoring Fluency ProgressMonitoring Fluency Progress

Graphing Fluency Progress

Making Instructional Decisions

Determining WCPM

Graphing Fluency ProgressGraphing Fluency Progress

Adult Monitoring (teacher, paraeducator, tutor) Student Self-Monitoring

As part of a repeated reading program, the student may record the wcpm of their first “cold” reading on a graph.

On each subsequent reading, the student records the increase in fluency.

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QuickReads

If a 1st-grader reads 25 wcpm today… how many wcpm should s/he read next week? in 5 weeks? in 10 weeks?

Making Instructional DecisionsDetermine Annual GoalsMaking Instructional DecisionsDetermine Annual Goals

Begin with the median score (middle) of baseline (approximately three assessments)

Calculate wcpm for each remaining week Grades 1-2: 2 to 3 words per week Grades 3-5: 1 to 2 words per week

27-28

35-40

45-55

Corrective Reading Individual Reading Progress ChartDecoding B1: Lessons 12-35

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Determining WCPMWCPM = Total Words Read – ErrorsDetermining WCPMWCPM = Total Words Read – Errors

Scored as Errors Mispronunciations/Word

Substitutions Omissions Hesitations Reversals

Scored as Correct Repetitions Self-Corrections’ Insertions Dialect/Articulation

Special Cases Numerals Hyphenated Words Abbreviations

Practice ActivityPractice Activity

Monitoring Reading Fluency

Books & ProgramsBooks & Programs

www.scholastic.comwww.scholastic.com

http://www.prel.org/programs/rel/fluency.asphttp://www.prel.org/programs/rel/fluency.asp

http://www.readnaturally.com/http://www.readnaturally.com/

Read NaturallyMasters Edition (ME) StepsRead NaturallyMasters Edition (ME) Steps

1. Select Story. The student selects a story from the packet at the correct reading level and gets the cassette or audio CD for the story.

2. Read Along—Key Words: The student reads the key words and definitions with the recording.

3. Prediction: The student writes a sentence using the title, picture, and key words to predict what the story will say about the topic.

4. Cold Timing: The student times himself/herself for one minute, orally reading the selected story for the first time and underlining unknown words.

5. Graph in Blue: The student graphs the number of words read correctly in one minute.

6. Read Along: The student reads the story three times, tracking and subvocalizing, with the recording.

7. Practice: The student practices reading the story without the audio tape several times until able to read at the predetermined goal rate.  Students time each practice.

8. Answer Questions: The student answers the questions about the story.

Read NaturallyMasters Edition (ME) StepsRead NaturallyMasters Edition (ME) Steps

9. Pass Story: The teacher times the student for one minute on the story, subtracts the errors, and determines if the student has reached the goal.  To pass, the student must also make less than three errors, read with good expression, and answer the

comprehension questions correctly.

10. Graph in Red: The student graphs the number of words read correctly in the one-minute timing.  The student marks the same bar of the graph used in step 4.

11. Retell/Word List: The student writes a retell of the story either writing a specific number of ideas from a story or writing for a specific amount of time.  In the phonics levels, the student practices the word list until s/he is able to read a predetermined number of words in one minute.

Repeat. Begin a New Story: The student repeats steps 1-10 with a new story.

Adjust. Adjust Goals/Levels: After the student completes 12 stories in a

level, consider adjusting the student's goal or level. http://www.readnaturally.com/how-steps.htm

www.pearsonlearning.comwww.pearsonlearning.com

http://www.greatleaps.com/http://www.greatleaps.com/

www.sopriswest.comwww.sopriswest.com

ConclusionConclusion

Fluency is important because it is related to reading comprehension.

Reading fluency can be developed by engaging students in guided, oral, repeated reading activities.

Monitoring student progress in reading fluency: can be motivating to students. is useful in setting instructional goals.

References & WebsitesReferences & Websites

ReferencesReferences

Adams, M.J. (2002, November). The promise of speech recognition. PowerPoint presentation at A Focus on Fluency Forum, San Francisco, CA. Available at http:// www.prel.org/programs/rel/fluency/Adams.ppt

Armbruster, B.B., Lehr, F., & Osborn, J. (2001). Put reading first: The research building blocks for teaching children to read. Jessup, MD: National Institute for Literacy.

Chard, D. J., Vaughn, S. & Tyler, B. J. (In press). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities.

Dowhower, S. L. (1989). Repeated reading: Research into practice. The Reading Teacher, 42, 502-507.

Foorman, B. R., & Mehta, P. (2002, November). PowerPoint presentation at A Focus on Fluency Forum, San Francisco, CA. Available at http://www.prel.org/programs/rel/fluency/Foorman.ppt

Fuchs, L. S., Fuchs, D., & Maxwell, L. (1988). The validity of informal reading comprehension measures. Remedial and Special Education, 9 (2), 20-28.

ReferencesReferences

Hasbrouck, J. E., & Tindal, G. (1992). Curriculum-based oral reading fluency norms for students in grades 2 through 5. Teaching Exceptional Children, 24, 41-44.

National Reading Panel. (2000). Report of the National Reading Panel: Teaching children to read. Bethesda, MD: National Institute of Child Health and Human Development.

Osborn, J., Lehr, F., & Hiebert, E. (2003). A focus on fluency. Honolulu, HI: Regional Educational Laboratory at Pacific Resources for Education and Learning. Available online at www.prel.org/programs/rel/rel.asp.

Rasinski, T. V. (2003). The fluent reader. New York, NY: Scholastic Professional Books.

Samuels, S. J. (2002). Reading fluency: Its development and assessment. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 166-183). Newark, DE: International Reading Association.

WebsitesWebsites

Reports on Reading

http://nces.ed.gov/pubs95/web/95762.asp

Source: U.S. Department of Education, National Center for Education Statistics.

Listening to Children Read Aloud, 15. Washington, DC: 1995

A Focus on Fluency

http://www.prel.org/programs/rel/rel.asp

Put Reading First

http://www.nifl.gov/

National Reading Panel Report

http://www.nationalreadingpanel.org

WebsitesWebsites

Professional Development

http://www.texasreading.org/utcrla/products/primary_fluency.asp

Reader’s Theater

Reader’s Theater Script Service – Primary grades

http://www.readers-theatre.com

From Script to Stage – Grades K-8

http://www.aaronshep.com/rt/