Reading  Fluency    

Objec1ves    •  To  develop  an  understanding  of  reading  fluency  

•  To  explore  a  variety  of  effec1ve  fluency  strategies  to  enhance  reading  

•  To  provide  opportuni1es  for  par1cipants  to  engage  in  ac1vi1es  to  support  and  assess  fluency  strategies    

•  To  introduce  par1cipants  to  the  Fluency  Development  Lesson  (FDL)  Model    

Oral  Language  Instruc/on  

Language  Learning  

Environment  

Listening  &  

Speaking  

Spoken  Texts  

Vocabulary  

 Auditory  Memory  

Free  Wri/ng  

Wide  variety  of  texts  

ADtude/  Mo/va/on    

Reading  Fluency    

Comprehension    Vocabulary  

Phonics    

Reflec1on  

•  What  is  your  understanding  of  Reading  Fluency?  

•  What  are  you  currently  doing  to  develop  Reading  Fluency?  

•  What  are  you  hoping  to  get  from  this  workshop?  

Defini/on    

•  Fluency  is  derived  from  the  La1n  word  ‘fluens’  which  means  ‘to  flow’.    

•  Fluent  reading  is  defined  as  “the  ability  to  read  expressively  and  meaningfully,  as  well  as  accurately  and  with  appropriate  speed”    

     (Padak  and  Rasinski,  2008,  p.  3)    

Why  is  it  important?  

Fluency  is  the  bridge  between      word  recogni1on                and                                comprehension  

Key  Messages  

•  Reading  Fluency  is  a  constrained  skill  

•  Reading  fluency  is  dependent  on  the  development  of  other  skills  i.e.  automa1city,  accuracy  and  prosody    

   •  Reading  Fluency  should  be  explicitly  taught  

•  Reading  Fluency  is  essen1al  for  comprehension  

Components  of  Reading  

    Wide  variety  of  texts  

ADtude/  Mo/va/on    

Reading  Fluency    

Comprehension    Vocabulary  

Phonological  Awareness/  Phonics    

NCCA  Research  Report  No.  15    

...‘the  need  to  elaborate  on  other  aspects  of    literacy  not  fully  described  in  the  Primary  School  English  Curriculum  (e.g.  dialogic  storybook  reading,  the    alphabe1c  principle,  reading  fluency,  the  wri1ng    workshop,  guided  reading)’.    (NCCA,  2012,  p.  33)      

Conclusion  18  from  NCCA  Report    

In  suppor1ng  young  children’s  development  as  fluent  readers,  aYen1on  should  be  given  to  accuracy,  expression,  phrasing,  smoothness  and  pace  (rate).  Texts  used  should  be  at  children’s  independent  and  instruc1onal  levels.    

Video  Clip  

•  Fluency….a  prac1cal  demonstra1on  

         

Three  Dimensions  

• Accuracy • Automaticity

• Prosody

Accuracy    

What  is  it?   What  needs  to  be  taught?  

Accuracy  is    ‘the  ability  to  iden1fy  most  words  correctly’    Doherty,  Focus  on  Fluency,  2012,  p.3  

1.  Decoding  2.  Sight  word  

recogni1on    3.  Guessing  from  

context    

Automa/city  

•  Automa1city  is  the  ‘ability  to  recognise  words  rapidly  and  effortlessly,  saving  mental  energy  for  comprehension’.  (Focus  On  Fluency,  2012,  p.  3).  

       

Without  Automa/city      Brown/  bear  brown/  bear  what/  do/  you  see.    

 With  Automa/city  

 Brown  bear/  Brown  bear/  What  do  you  see?/  

Prosody    

Prosody  is  ‘the  ability  to  read  with  expression  to  support  understanding  and  to  convey  meaning  to  others’  (Focus  On  Fluency,  2012,  p.  3).    

Stress  

Phrasing  

Pitch    

Five  Elements  of  Effec/ve  Fluency  Instruc/on    

Modelling  of  fluent  reading    Development  of  sight  vocabulary    Opportuni1es  to  apply  word  iden1fica1on  skills    Increasing  amount  of  reading  by  offering  plenty  of  prac1ce  opportuni1es    Focusing  on  expressive  reading  with  appropriate  phrasing    

Teaching  Reading  Fluency  Strategies    

•  Model  Fluent  Reading    •  Repeated  Reading    •  Assisted  Reading  

   

Model  Fluent  Reading    

•  Teacher  ‘Read  Aloud’  to  model  fluent  reading:  

•  Before  •  During  •  AVer    •  Vocabulary,  comprehension,  posi1ve  a^tude  

Repeated  Reading  –Some  Examples    

•  Self-­‐managed  Repeated  Reading    •  Partner  Repeated  Reading  •  Readers’  Theatre  –  video  clip    •  The  Fluency  Development  Lesson    

•  Ac/vity-­‐Adolphus  Tips(partner  repeated)  •  I  know  an  old  teacher(readers  theatre)  

Assisted  Reading  –Some  Examples  

•  Choral  Reading  •  Echo  Reading  •  Tape-­‐assisted  Reading    •  Whisper  Reading  •  An1phonal  Reading  

Ac/vity-­‐Echo  Reading  (My  Shadow)  

Another  Ac/vity    

Phrasing  –  Fry’s  Instant  Word  List  (1980)    

The  Fluency  Development  Lesson  Model    1  Students  listen  as  the  teacher  reads  the  text  aloud  

2  Students  read  the  text  chorally  

3  Students  engage  in  paired  

repeated  reading  

4  Students  perform  the  text  for  an  audience  

5  Students  engage  in  word  

study  

Adapted from Rasinski et al:1990

Assessing  Accuracy  and  Automa1city:  

•  The  One  Minute  Fluency  Probe  •  Fluency  Progress  Chart  •  Partner  Repeated  Reading  Record  Form  

Approaches  to  Assessment    

Useful  Resources    ICT  and  Reading  Fluency    •  hYp://www.busyteacherscafe.com/literacy/fluency.html  

•  hYp://www.busyteacherscafe.com/literacy/readers_theater.html  

•  hYp://www.aaronshep.com/rt/RTE.html  hYp://www.thebestclass.org/rtscripts.html  hYp://www.readingrockets.org/helping/target/fluency  

Time  to  Reflect  

©  PDST,  2010    

How  would  you  go  about  improving  fluency  in  

your  school?  

Resources  

CPD   Planning  

Key  Messages  

•  Reading  Fluency  is  a  constrained  skill  

•  Reading  fluency  is  dependent  on  the  development  of  other  skills  i.e.  automa1city,  accuracy  and  prosody    

   •  Reading  Fluency  should  be  explicitly  taught  

•  Reading  Fluency  is  essen1al  for  comprehension