fostering fluency via read naturally
DESCRIPTION
Fostering Fluency via Read Naturally. Margaret Adams, Melrose Public Schools December 2012. Objectives. Define fluency and its components. Discuss the importance of fluency Discuss how to use Read Naturally to develop fluency. What is Fluency?. - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/1.jpg)
Fostering Fluency via Read Naturally
Margaret Adams, Melrose Public SchoolsDecember 2012
1
![Page 2: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/2.jpg)
Objectives
Define fluency and its components. Discuss the importance of fluencyDiscuss how to use Read Naturally to develop fluency.
2
![Page 3: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/3.jpg)
What is Fluency?
Turn to a partner. Explain what fluency is.
3
![Page 4: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/4.jpg)
What is Fluency?
Rate and accuracy in oral reading Hasbrouck and Tindal 2001, Torgesen et al. 2001
Accurate reading at a minimal rate with appropriate prosodic features (expression) and deep understanding
Hudson, Mercer and Lane 2000
4
![Page 5: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/5.jpg)
Reading is a multifaceted skill, gradually acquired over years of instruction and practice.
The Many Strands that are Woven into Skilled Reading(Scarborough, 2001)
BACKGROUND KNOWLEDGE
VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING
LITERACY KNOWLEDGE
PHON. AWARENESS
DECODING (and SPELLING) SIGHT RECOGNITION
SKILLED READING: fluent execution and coordination of word recognition and text comprehension.
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Skilled Reading- fluent coordination of
word reading and comprehension
processes
5
![Page 6: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/6.jpg)
6
![Page 7: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/7.jpg)
He had never seen dogs fight as these w___ish c________ f_____, and his first ex________ t____t him an unf______able l____n. It is true, it was a vi_______ ex_______, else he would not have lived to pr___t by it. Curley was the v_____. They were camped near the log store, where she, in her friend__y way, made ad______ to a husky dog the size of a full-_____ wolf, th_____ not half so large as _he. __ere was no w___ing, only a leap in like a flash, a met_____ clip of teeth, a leap out equal__ swift, and Curly’s face was ripped open from eye to jaw.
From Call of the Wild by Jack London Taken from the NICHD Research Program: What We now Know About How Children Learn to Read Bonita Grossen 03-27-97 Full report at: www.cftl.org/30years/30years.html
7
![Page 8: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/8.jpg)
From Call of the Wild by Jack London
He had never seen dogs fight as these wolfish creatures fought, and his first experience taught him an unforgettable lesson. It is true, it was a vicarious experience, else he would not have lived to profit by it. Curly was the victim. They were camped near the log store, where she, in her friendly way, made advances to a husky dog the size of a full-grown wolf, though not half so large as she. There was no warning, only a leap in like a flash, a metallic clip of teeth, a leap out equally swift, and Curly's face was ripped open from eye to jaw.
8
![Page 9: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/9.jpg)
9
![Page 10: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/10.jpg)
Fluency and Comprehension
Fluent reading allows the reader to attend to the meaning of the text rather than the mechanics of decoding.
Fluent readers construct meaning as they read as evidenced by their phrasing, intonation and expression.
10
![Page 11: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/11.jpg)
What can fluent readers do?
* Read every letter in every word.* Read almost every word.* Perceive letters in chunks;
recognize high frequency letter combinations.
* Apply syllabication strategies to divide lengthy words with little conscious analysis.
11
![Page 12: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/12.jpg)
What can fluent readers do?
* Read fluently with adequate speed, phrasing, intonation; their reading sounds like they’re speaking.
* Apply their knowledge of orthography to help identify unknown words they encounter.
* Activate, apply their extensive vocabulary.
12
![Page 13: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/13.jpg)
What can fluent readers do?
* Use their knowledge about the structure of written text to anticipate words as they read.
* Rely little on contextual information because word recognition is rapid, automatic and efficient.
* Construct meaning as they read. 13
![Page 14: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/14.jpg)
Partner Activity
14
![Page 15: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/15.jpg)
Passage #1
Please take turns reading the following passage to your partner. After reading, discuss with your partner whether your reading of this selection was accurate and fluent.Why were you able to read this passage with accuracy and fluency?
15
![Page 16: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/16.jpg)
First ReaderFirst ReaderBy Billy CollinsBy Billy Collins
I can see them standing politely on the wide pages that I was still learning to I can see them standing politely on the wide pages that I was still learning to turn, Jane in a blue jumper, Dick with his crayon-brown hair, playing with a turn, Jane in a blue jumper, Dick with his crayon-brown hair, playing with a ball or exploring the cosmos of the backyard, unaware they are the first ball or exploring the cosmos of the backyard, unaware they are the first characters, the boy and girl who begin fiction.characters, the boy and girl who begin fiction.
Beyond the simple illustrations of their neighborhood, the other protagonists Beyond the simple illustrations of their neighborhood, the other protagonists were waiting in a huddle: frightening Heathcliff, frightened Pip, Nick Adams were waiting in a huddle: frightening Heathcliff, frightened Pip, Nick Adams carrying a fishing rod, Emma Bovary riding into Rouen.carrying a fishing rod, Emma Bovary riding into Rouen.
But I would read about the perfect boy and his sister even before I would read But I would read about the perfect boy and his sister even before I would read about Adam and Eve, garden and gate, and before I heard the name Gutenberg, about Adam and Eve, garden and gate, and before I heard the name Gutenberg, the type of their simple talk was moving into my focusing eyes.the type of their simple talk was moving into my focusing eyes.
16
![Page 17: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/17.jpg)
It was always Saturday and he and she were always pointing at something It was always Saturday and he and she were always pointing at something and shouting, “Look!” pointing at the dog, the bicycle, or at their father as and shouting, “Look!” pointing at the dog, the bicycle, or at their father as he pushed a hand mower over the lawn, waving at aproned mother framed he pushed a hand mower over the lawn, waving at aproned mother framed in the kitchen doorway, pointing toward the sky, pointing at each other.in the kitchen doorway, pointing toward the sky, pointing at each other.
They wanted us to look but we had looked already and seen the shaded They wanted us to look but we had looked already and seen the shaded lawn, the wagon, the postman. We had seen the dog, walked, watered and lawn, the wagon, the postman. We had seen the dog, walked, watered and fed the animal, and now it was time to discover the infinite, clicking fed the animal, and now it was time to discover the infinite, clicking permutations of the alphabet’s small and capital letters. Alphabetical permutations of the alphabet’s small and capital letters. Alphabetical ourselves in the rows of classroom desks, we were forgetting how to look, ourselves in the rows of classroom desks, we were forgetting how to look, learning how to read.learning how to read.
17
![Page 18: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/18.jpg)
Passage #2
Take turns reading this passage to your partner.
After reading, discuss whether your reading of this passage was accurate and fluent.
Why or why not?
18
![Page 19: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/19.jpg)
Excerpt from Journal of Optics and Acoustics
Using methods associated with polynomial expansion, we discussed atmospheric dispersion effects in dual wavelength adaptive optics systems. On the basis of dual frequency correlations associated with phase expansion coefficients, we solved for residual phase errors produced by atmospheric dispersion. Taking the product
19
![Page 20: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/20.jpg)
Passage #2 continued
amount of beacon phase distortion and specific value of ratio (lambda 2)
(lambda 1)(the beacon wavelength/ transmitted wavelength) to be phase predistortion, it is possible to rectify relatively well the phase distortion transmitted light beams.
Y. Yeng
20
![Page 21: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/21.jpg)
Characteristics of dysfluent readers
Slow rate of readingHesitates at unknown wordsDifficulty applying learned word identification strategiesRepeats, rereads words and phrasesRecognizes few words at sight
21
![Page 22: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/22.jpg)
Possible reasons for slow, dysfluent reading include:
Lack of automaticity:Letter naming/recognitionLetter soundRecognition of phonic patterns, syllablesSight words
OR child is automatic at word level but
Lacks fluency at: Phrase Sentence Paragraph Passage
level
22
![Page 23: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/23.jpg)
Sequence of Fluency Instruction
23
![Page 24: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/24.jpg)
24
![Page 25: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/25.jpg)
Automaticity
Most complex behaviors include underlying subskills which must be mastered to an automatic level. Once automaticity is achieved, performance is fluent, more enjoyable, and attention can be devoted to higher goals.
25
![Page 26: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/26.jpg)
Automaticity and Reading
Difficulties in automatic word recognition affect accuracy, rate of reading and a reader’s ability to efficiently comprehend what they read. (Lyon 1995; Torgesen 2001)
26
![Page 27: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/27.jpg)
Automaticity and Fluency
Automaticity refers to fast, accurate and effortless word identification at the single word level. (Hook, Jones 2002)
Fluency refers to not only automatic word identification but also to the application of appropriate prosodic features at the phrase, sentence and text levels. (Hook and Jones 2002)
27
![Page 28: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/28.jpg)
General principles for instruction
Text used for fluency instruction and practice should be carefully chosen by teacher.Frequent, brief practice on successive days.Charting of accuracy and rate is highly motivating and provides record of progress.Comprehension checks may be part of fluency lessons.
28
![Page 29: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/29.jpg)
29
![Page 30: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/30.jpg)
Read Naturally
http://www.readnaturally.com/howto/v_rn-strategy_lg.html
Listen for the instructional strategies behind Read Naturally.
30
![Page 31: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/31.jpg)
Read Naturally Placement Process
http://www.readnaturally.com/howto/v_me-placement_start-lg.htm
Listen for the steps in placement within the Read Naturally program.
31
![Page 32: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/32.jpg)
Placement Table
32
![Page 33: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/33.jpg)
Steps for Initial Placement
1. Estimate the reading level. 2. Find the placement story.3. Time the student for one minute.4. Calculate the number of words
read correctly.5. Determine whether the level at
which the student read is appropriate.
33
![Page 34: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/34.jpg)
Steps for Initial Placement
6. If the level is not a math, continue to test.
7. Select a series and level.8. Set an initial goal.
34
![Page 35: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/35.jpg)
35
![Page 36: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/36.jpg)
Student Steps for Read Naturally
http://www.readnaturally.com/howto/v_me-steps_start-lg.htm
Look for the steps for the Read Naturally Program.
36
![Page 37: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/37.jpg)
Implementing the Steps
1. Select a story2. Key words3. Prediction4. Cold Timing5. Graph Cold-
Timing Score6. Read Along
7. Practice8. Answer the
questions9. Pass10. Graph Hot-
Timing Score11. Retell the Story
37
![Page 38: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/38.jpg)
38
![Page 39: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/39.jpg)
39
![Page 40: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/40.jpg)
40
p. 15
![Page 41: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/41.jpg)
41
p. 18
![Page 42: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/42.jpg)
References
Adams, M.(1990) Beginning to Read: Thinking and Learning about Print. Cambridge MA. The MIT Press.
Chall, J. (1983) Stages of Reading Development. New York, NY. McGraw-Hill.
Fischer, P. (1995) Speed Drills for Decoding Automaticity, Farmington, ME, Oxton House.
42
![Page 43: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/43.jpg)
References, cont.
Hasbrouck (1998) Reading fluency: Principles for instruction and progress monitoring. Austin, TX: Texas Center for Reading and Language, University of Texas at Austin.
Hook, P. and Jones, S. (2002). The Importance of Automaticity and Fluency for Efficient Reading Comprehension. Perspectives, winter 2002, Vol. 28, no. 1
43
![Page 44: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/44.jpg)
References, cont.
National Reading Panel. (2000). Teaching children to read: An evidenced based assessment of scientific research literature on reading and its implications for instruction. Bethesda, MD: National Institutes of Health.
Snow, C., Burns, M. (1998) Preventing reading difficulties in Young Children. Washington, D.C. National Academy Press.
44
![Page 45: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/45.jpg)
References, cont.
Torgesen, J. (2001) Principles of Fluency Instruction in Reading: relationships with established empirical outcomes. In M. Wolf (Ed.) Dyslexia, Fluency and the Brain. Parkton MD: York Press.
45
![Page 46: Fostering Fluency via Read Naturally](https://reader036.vdocuments.us/reader036/viewer/2022062409/56814d0a550346895dba415a/html5/thumbnails/46.jpg)
Resources
www.uoregon.edu, www.nichd.nih.gov/publications/nrp www.sopriswest.com www.neuhaus.org www.mghihp.edu/hill www.doe.mass.edu
46