reading fluency - pdst
TRANSCRIPT
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)
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.
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
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)
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
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