Improving Word Improving Word Recognition FluencyRecognition Fluency

The Role of Fluency in the The Role of Fluency in the Reading ProcessReading Process

►A large vocabulary of sight words allows A large vocabulary of sight words allows students to read fluently.students to read fluently.

►Comprehension and fluency together let Comprehension and fluency together let students read and understand informationstudents read and understand information

►Students who do not know a large number Students who do not know a large number of sight words spend more effort decoding of sight words spend more effort decoding and causing them to understand less.and causing them to understand less.

How to Assess Word How to Assess Word Recognition Recognition

► Listen to the student readListen to the student read Choppy readingChoppy reading - a student stumbles over words, - a student stumbles over words,

repeats them, or pauses at inappropriate times. repeats them, or pauses at inappropriate times. May May indicate that student sees reading as pronouncing a indicate that student sees reading as pronouncing a list of words.list of words.

Monotonous readingMonotonous reading – the student has little expression – the student has little expression in their tone and inflection. in their tone and inflection. May indicate that student May indicate that student is just reading words, not understanding.is just reading words, not understanding.

Inappropriately hasty readingInappropriately hasty reading – the student reads the – the student reads the text in a hurried manner without regard to text in a hurried manner without regard to punctuation. Indicates that student’s goal may be to punctuation. Indicates that student’s goal may be to finish quickly. finish quickly. Students typically make mistakes on Students typically make mistakes on known words.known words.

Working MemoryWorking Memory

LaBerge and Samuels (1974) suggest that there is a limited capacity of attention and working memory in cognitive processing and that learning one aspect of reading (word identification) to a criterion of automaticity frees the processing space for higher order thinking (comprehension). Attentional capacity is limited, so more resources are available for comprehension if word identification processes occur relatively effortlessly. Because comprehension requires higher order processes that cannot become automatic, word identification must become the automatic process. The only other option (and the one most commonly attempted by beginning readers) is to switch attention rapidly back and forth from identifying words on the page to constructing meaning, thus limiting he ability to do either one well..

(Hudson, 2005)(Hudson, 2005)

Determining Reading Rate Determining Reading Rate

► Reading rate is usually a good indication of Reading rate is usually a good indication of fluency.fluency.

► The student reads orally or silently. The student reads orally or silently. ► The number of word per minute (WPM) is The number of word per minute (WPM) is

determined by counting the number of determined by counting the number of words in the passage, multiplying by 60 and words in the passage, multiplying by 60 and dividing by the number of seconds it took dividing by the number of seconds it took the student to read the passage.the student to read the passage.

► An individual student may have variation in An individual student may have variation in his/her reading rate depending of the type his/her reading rate depending of the type of text read.of text read.

Timed ReadingsTimed Readings

1. Record a baseline rate on a new passage by having the student read the passage without knowing that he or she is being timed. The number of words read correctly for that minute are recorded as the baseline.

2. Note the errors as the student reads. After the reading, discuss any errors and work on them by rereading the parts that were difficult or by doing word-study activities.

3. Set a goal for the next reading by asking the student to read five or six more words, or maybe another line. The goal should be a reasonable one that can be attained within the next few attempts. If the student made three or more errors in the first attempt, the goal may be to decrease the errors and keep the correct word per minute (CWMP) the same.

4. Record the goal on the graph with a highlighter.5. Time the student again for one minute and record the CWPM and errors.6. Discuss the errors; set another goal and repeat the process.

(Hudson, 2005)(Hudson, 2005)

Time Administration of Word Time Administration of Word Lists Lists

► Timed word lists help the teacher determine Timed word lists help the teacher determine automatic sight word recognition.automatic sight word recognition.

► Time word lists allow for comparison of automatic Time word lists allow for comparison of automatic word recognition of isolated words with total word word recognition of isolated words with total word recognition of isolated words.recognition of isolated words.

► An Informal Reading Inventory is administered .An Informal Reading Inventory is administered .► Words are recorded as Words are recorded as

Recognized automaticallyRecognized automatically Recognized after hesitationRecognized after hesitation Not recognizedNot recognized

Reading a word list is not real reading.Reading a word list is not real reading.

Strategies to Develop Strategies to Develop FluencyFluency

►Reading is the best way to improve fluency.Reading is the best way to improve fluency.►Students with reading problems often do not Students with reading problems often do not

read or are not required to read.read or are not required to read.►Struggling readers should read books with Struggling readers should read books with

familiar words to improve fluency.familiar words to improve fluency.►Read easy books to the class and leave Read easy books to the class and leave

them on display for students to read.them on display for students to read.

Specific StrategiesSpecific Strategies

► Easy booksEasy books Students will read books in which they know most of the Students will read books in which they know most of the

words.words.► Patterned booksPatterned books

Books in which phrases or word patterns are repeated Books in which phrases or word patterns are repeated make reading easier.make reading easier.

► Assisted readingAssisted reading Teacher support helps students become comfortable with Teacher support helps students become comfortable with

reading.reading. Word recognition is supported by a fluent reader so that Word recognition is supported by a fluent reader so that

the weaker reader can focus on comprehension.the weaker reader can focus on comprehension. Gives a model of what reading should sound like.Gives a model of what reading should sound like. Gives reading practice in contextGives reading practice in context

Types of Assisted ReadingTypes of Assisted Reading

►Simultaneous Assisted ReadingSimultaneous Assisted Reading►Echo ReadingEcho Reading►Choral ReadingChoral Reading►Partner ReadingPartner Reading►Simultaneous Listening-ReadingSimultaneous Listening-Reading►Nuerological Impress Method (NIM)Nuerological Impress Method (NIM)

Repeated ReadingsRepeated Readings

► Student rereads a story or passage until a Student rereads a story or passage until a predetermined level of accuracy and fluency predetermined level of accuracy and fluency is met.is met.

► Student reads the assigned textStudent reads the assigned text► Teacher records reading speed and errors.Teacher records reading speed and errors.► Teacher discusses miscues with the student.Teacher discusses miscues with the student.► Student practice the passage over several Student practice the passage over several

sessions.sessions.► When the student feels ready, he/she reads When the student feels ready, he/she reads

and the teacher records speed and errors and the teacher records speed and errors again.again.

Multiple-Exposure/Multiple-Multiple-Exposure/Multiple-Context StrategyContext Strategy

► Student reads orally part of the first book of a Student reads orally part of the first book of a series.series.

► Teacher gives correct pronunciation of Teacher gives correct pronunciation of unknown words.unknown words.

► Unknown words become target words for the Unknown words become target words for the student.student.

► Teacher presents the words in a variety of Teacher presents the words in a variety of ways including word cards, matching games, ways including word cards, matching games, pictures, writing, cloze activities, etc.pictures, writing, cloze activities, etc.

Repeated Readings Repeated Readings Advantages Advantages

►Flexible strategyFlexible strategy►Easy to adapt to student’s interestEasy to adapt to student’s interest►May be adapted for group use.May be adapted for group use.►Students may complain occasionally Students may complain occasionally

but generally like the improvements but generally like the improvements that they make.that they make.

Language Experience Language Experience ApproachApproach

►Student tells the teacher a personal Student tells the teacher a personal story.story.

►The teacher writes the story for the The teacher writes the story for the student.student.

►Student then reads the story, knowing Student then reads the story, knowing that he/she created it.that he/she created it.

Silent Reading DifficultySilent Reading Difficulty

►Silent reading allows students to Silent reading allows students to process and think at their own rate.process and think at their own rate.

►Poor readers should be encouraged to Poor readers should be encouraged to read silently as much as possible.read silently as much as possible.

►Poor readers avoid silent reading Poor readers avoid silent reading

Encourage Silent ReadingEncourage Silent Reading

►Students will be much more Students will be much more independent if they can read on their independent if they can read on their own.own.

►Students can read for pleasure anytime Students can read for pleasure anytime they wish rather than waiting for they wish rather than waiting for someone to read to them.someone to read to them.

►Students may track with their fingers if Students may track with their fingers if necessary for comfort of student. necessary for comfort of student. (unless it is just a habit.)(unless it is just a habit.)

Make Oral Reading Make Oral Reading ComfortableComfortable

►Assign oral reading ahead of time to Assign oral reading ahead of time to allow for practice.allow for practice.

►Limit the amount of oral reading Limit the amount of oral reading required.required.

►Tell the student unknown words and Tell the student unknown words and move on. move on.

►Avoid correcting small mistakes that do Avoid correcting small mistakes that do not change the meaning of the passage.not change the meaning of the passage.

Fluency Development Fluency Development LessonLesson

►Teacher reads a passage to the class Teacher reads a passage to the class while students follow along.while students follow along.

►Teacher and students discuss words Teacher and students discuss words and expression.and expression.

►Teacher and class read together Teacher and class read together several times.several times.

►Students read in pairs to practice Students read in pairs to practice fluency and expression.fluency and expression.

►Volunteer reads to class.Volunteer reads to class.

Reasonable Fluency Reasonable Fluency Growth RateGrowth Rate

First Grade: 2-3 words per week increase First Grade: 2-3 words per week increase in Correct Words per Minute (CWPM)in Correct Words per Minute (CWPM)

Second Grade: 2.5-3.5 words per week Second Grade: 2.5-3.5 words per week increase in CWPMincrease in CWPM

Third Grade: 1-3 words per week increase Third Grade: 1-3 words per week increase in CWPMin CWPM

Fourth Grade: .85-1.5 words per week Fourth Grade: .85-1.5 words per week increase in CWPMincrease in CWPM

(Hudson, 2005)(Hudson, 2005)

Repeated Reading Using Repeated Reading Using Grade Level TextGrade Level Text

► Teacher previews new vocabulary and Teacher previews new vocabulary and reviews decoding strategies.reviews decoding strategies.

► Class discusses what they think will be in the Class discusses what they think will be in the text.text.

► Teacher reads the text while students follow Teacher reads the text while students follow along.along.

► Class discusses what was read.Class discusses what was read.► Students reread in pairs using echo reading, Students reread in pairs using echo reading,

choral reading and buddy reading.choral reading and buddy reading.► Students reread text to the teacher Students reread text to the teacher

individually.individually.

Buyer Beware!Buyer Beware!

Read-Along CentersRead-Along Centers

Marie Carbo developed a method of recording books that makes it Marie Carbo developed a method of recording books that makes it possible for a developing reader to read along with the recording. possible for a developing reader to read along with the recording. CarboCarbo Recorded BooksRecorded Books are recorded at a much slower pace are recorded at a much slower pace than listening center books, yet they maintain the expression and than listening center books, yet they maintain the expression and inflection necessary for understanding. Using this method, Carbo inflection necessary for understanding. Using this method, Carbo (1981, 1992) reported reading gains among struggling readers. (1981, 1992) reported reading gains among struggling readers.

(Hudson, 2005)(Hudson, 2005)

Fluency Beyond the Fluency Beyond the Primary GradesPrimary Grades

Bridging the GapBridging the Gap

Students are expected to read Students are expected to read independently after the primary independently after the primary

grades.grades.

► Instruction dedicated to fluency Instruction dedicated to fluency development is rarely found in classrooms.development is rarely found in classrooms.

► Unrehearsed oral reading of texts and Unrehearsed oral reading of texts and

basals is the only time students read aloud, basals is the only time students read aloud, a frustrating experience for struggling a frustrating experience for struggling readers.readers.

► Teacher feedback and instruction are rare. Teacher feedback and instruction are rare.

Reading performance is an activity Reading performance is an activity that develops fluency.that develops fluency.

►Reading performance combines repeated Reading performance combines repeated reading with meaningful activities. reading with meaningful activities.

► It allows struggling readers opportunities It allows struggling readers opportunities to practice and perform. to practice and perform.

►The performances provide positive social The performances provide positive social interactions focused on readinginteractions focused on reading..

The foundation for reading performance The foundation for reading performance is built through teacher modeling and is built through teacher modeling and

instruction.instruction.

► The teacher reads aloud while the students The teacher reads aloud while the students listen and follow the print:listen and follow the print:

► Students echo read (repeat text)Students echo read (repeat text)► Students choral read (read along with)Students choral read (read along with)► Students might daily choral read a poem per Students might daily choral read a poem per

weekweek► Metacognitive instruction helps students Metacognitive instruction helps students

know how to monitor their fluency. know how to monitor their fluency.

There are a variety of approaches There are a variety of approaches to reading performance. to reading performance.

► Readers Theatre is an excellent activity to Readers Theatre is an excellent activity to group and allows for grouping by interest. group and allows for grouping by interest.

► Poetry lends itself to reading performance, Poetry lends itself to reading performance, with opportunity to refine phrasing and with opportunity to refine phrasing and expression.expression.

► Buddy reading is a reading performance in Buddy reading is a reading performance in which older students read a book to a which older students read a book to a younger student. younger student.

Materials and instruction promote the Materials and instruction promote the transfer of fluency to silent, independent transfer of fluency to silent, independent

reading. reading.

► Guided oral fluency instruction helps to Guided oral fluency instruction helps to develop students’ ability to read silently for develop students’ ability to read silently for meaning. meaning.

► Students should be given time daily to read Students should be given time daily to read silently while teachers circulate and provide silently while teachers circulate and provide instruction.instruction.

► The books read should be at the student’s The books read should be at the student’s independent reading level.independent reading level.

► Series books and nonfiction trade books are Series books and nonfiction trade books are good sources to improve fluency and good sources to improve fluency and independent reading. independent reading.

Today I Had a Rotten Day

Today I had a rotten day.As I was coming in from playI accidentally stubbed my toesAnd tripped and fell and whacked my nose.I chipped a tooth. I cut my lip. I scraped my knee. I hurt my hip.I pulled my shoulder, tweaked my ear,And got a bruise upon my rear.I banged my elbow, barked my shin.A welt is forming on my chin.My pencil poked my in the thigh.I got an eyelash in my eye. I sprained my back. I wrenched my neck. I’m feeling like a total wreck.So that’s the last time I refuseWhen teacher says to tie my shoes.

Kenn Nesbitt www.poetry4kids.com

Choral Reading Activity

Developing Sight Words in Developing Sight Words in IsolationIsolation

Most sight words are function words Most sight words are function words which are difficult to learn becausewhich are difficult to learn because

They have abstract meaning.They have abstract meaning. They look alike.They look alike. They do not always follow familiar They do not always follow familiar

pronunciation patterns.pronunciation patterns.

Strategies for Teaching in Strategies for Teaching in IsolationIsolation

►Connect the word with its meaning.Connect the word with its meaning.►Practice words often.Practice words often.►Record progress for encouragement.Record progress for encouragement.

Strategies for Focusing Strategies for Focusing on Wordson Words

►Word CardsWord Cards►Collecting WordsCollecting Words►Word SortsWord Sorts►GamesGames►Word WallsWord Walls

Mastering Function WordsMastering Function Wordsthen, than, when, what, where, werethen, than, when, what, where, were

►Point out context clues that will help Point out context clues that will help determine meaning.determine meaning.

►Use cloze strategy in which key words Use cloze strategy in which key words are left out of the passage.are left out of the passage.

►Use star approach in which students Use star approach in which students are given stars when they say the are given stars when they say the word correctly.word correctly.

Teach Teach Intonation Intonation to Improve to Improve

FluencyFluency

The goal is to get the students reading independently by using a repetition of words, characters, and situations that provide them with a growing sense of control over reading.

The Goal of the Curious George

Method

Each book repeats the words from previous books and introduces new words.

The Reason It Works

Curious George Technique

Small groups are led by the teacher’s 4 day lesson plans.

The teacher begins the lessons by reading 1/3 part of the book aloud the first day. Then the teacher and students discuss and read the book again together. The book and these words are sent home each night from the very 1st day.

A book series is selected and used like,“Harry the Dirty Dog,” “The Berenstain Bears,” and of course, “Curious George”

The students pick 5 words from the story and bring these words home, along with the book, every night for 3 nights.Everyday there is a sharing time for the word cards that were sent home the night before and also a sharing time for the story read from the book.On the fourth and final day of the lesson, the children read sequels to the book series that was chosen.

Curious George Technique (cont’d)

Explicit Teaching of Explicit Teaching of IntonationIntonation

ABCD? EFG! HI? JKL. MN? ABCD? EFG! HI? JKL. MN? OPQ. RST! UVWX. YZ!OPQ. RST! UVWX. YZ!

(Hudson, 2005)

More Explicit Teaching of More Explicit Teaching of IntonationIntonation

Dogs bark? Dogs bark! Dogs Dogs bark? Dogs bark! Dogs bark.bark.

(Hudson, 2005)

Peer Assisted Peer Assisted Learning StrategiesLearning Strategies

PALSPALS

Peer-Assisted Learning Peer-Assisted Learning Strategies (cont.)Strategies (cont.)

Peer-Assisted Learning Strategies in reading (PALS-R)Peer-Assisted Learning Strategies in reading (PALS-R)

Students are paired, one higher and one Students are paired, one higher and one lower performerlower performer

Students of all levels outperformed Students of all levels outperformed those students not participating inthose students not participating inPALSPALS

Peer-Assisted Learning Peer-Assisted Learning Strategies ActivitiesStrategies Activities

►Sounds and WordsSounds and Words►Partner ReadingPartner Reading►Speed-Reading GameSpeed-Reading Game

Primary Fluency Primary Fluency RubricRubric

I noticed that my partner…I noticed that my partner…

After 2After 2ndnd

ReadingReadingAfter 3After 3rdrd

ReadingReading

RememberedRemembered

more wordsmore words

Read fasterRead faster

Read Read smoothersmoother

Read with Read with expressionexpression

www.auburn.edu

Virtual Field TripVirtual Field Trip

The International Fluency Association The International Fluency Association (click for website)(click for website)

This is the webpage for the IFA. It This is the webpage for the IFA. It contains many resources and links for contains many resources and links for understanding and improving fluency.understanding and improving fluency.

Reading Recovery Videos Reading Recovery Videos (click for website)(click for website)

Follow this link to the Reading Follow this link to the Reading Recovery homepage and watch Recovery homepage and watch information videos.information videos.

Resources available at http://teacher.scholastic.com/

The Six Minute Solution: A The Six Minute Solution: A

Reading Fluency Program Reading Fluency Program By Gail Adams and Sheron BrownBy Gail Adams and Sheron Brown

Partners students as they read and track the Partners students as they read and track the number of words read and errors made. Based number of words read and errors made. Based on National Reading Panels findings that on National Reading Panels findings that repeated readings paired with feedback increase repeated readings paired with feedback increase reading ability.reading ability.

Do you think elementary age students are Do you think elementary age students are capable of evaluating fluency in their peers? Are capable of evaluating fluency in their peers? Are they able to accurately track their partner’s they able to accurately track their partner’s progress?progress?

Download a Reader’s Theatre script and Download a Reader’s Theatre script and makemake

repeated reading fun for the entire class.repeated reading fun for the entire class.Try these about America at::

http://www.teachers.net/lessons/posts/972.html

http://www.surfcitydelux.com/readerstheater/America.html

http://www.revolutionary-war.info/poems/ poetry

Find out more at:http://www.teachingheart.net/readerstheater.htm

http://www.cdli.ca/CITE/langrt.htm

http://www.humboldt.edu/~jmf2/floss/rt-eval.html evaluation

http://www.readingonline.org/electronic/carrick/

Website ReferencesWebsite References

www.reading-activities.com www.reading-activities.com http://www.auburn.edu/~murraba/fluency.htmlhttp://www.auburn.edu/~murraba/fluency.htmlhttp://www.esl.about.com/library/vocabulary/bl850_basics.htmhttp://www.esl.about.com/library/vocabulary/bl850_basics.htmhttp://www.eslcafe.com/index.html http://www.eslcafe.com/index.html http://www.theifa.org/links.htmlhttp://www.theifa.org/links.htmlhttp://www.mnsu.edu/comdis/kuster/therapy.htmlhttp://www.mnsu.edu/comdis/kuster/therapy.htmlhttp://www.teachersdesk.com/lessons/esl/fables/Fables.htm http://www.teachersdesk.com/lessons/esl/fables/Fables.htm (tells (tells

how fables can help with fluency…familiarity is good…how fables can help with fluency…familiarity is good…http://teacher.scholastic.com/reading/bestpractices/fluency.htmhttp://teacher.scholastic.com/reading/bestpractices/fluency.htmhttp://www.sraonline.comhttp://www.sraonline.comhttp://www.ed.gov/teachers/how/tools/initiative/http://www.ed.gov/teachers/how/tools/initiative/

summerworkshop/mccabe/index.htmlsummerworkshop/mccabe/index.htmlhttp://www.merriam-webster.com http://www.merriam-webster.com This one has sounds for wordsThis one has sounds for words. .

Related ArticlesRelated ArticlesFuchs, D. & Fuchs, L. S. (2005). Peer-assisted learning strategies: Fuchs, D. & Fuchs, L. S. (2005). Peer-assisted learning strategies:

Promoting word recognition, fluency, and reading comprehension in Promoting word recognition, fluency, and reading comprehension in young children. young children. The Journal of Special Education, 39The Journal of Special Education, 39 (1). 34-44 (1). 34-44

Juel, C. & Minden-Cupp, C. (2000). Learning to read words: Linguistic Juel, C. & Minden-Cupp, C. (2000). Learning to read words: Linguistic units and instructional strategies. units and instructional strategies. Reading Research Quarterly 35Reading Research Quarterly 35 (4). (4). 458-492.458-492.

Worthy, J., & Broadus, K. (2002). Fluency beyond the primary grades: Worthy, J., & Broadus, K. (2002). Fluency beyond the primary grades: from group performance to silent independent reading. from group performance to silent independent reading. Reading Reading TeacherTeacher, , 5555(4),.(4),.

Hudson, R. F., Lane, H. B., & Pullen P. C. (2005). Reading fluency Hudson, R. F., Lane, H. B., & Pullen P. C. (2005). Reading fluency assessment and instruction: what, why, and how?. assessment and instruction: what, why, and how?. The Reading The Reading TeacherTeacher, , 5858(8), 702-714. (8), 702-714.

Higgins, E. L.,& Raskind, M. H. (2004). Speech recognition-based and Higgins, E. L.,& Raskind, M. H. (2004). Speech recognition-based and automaticity programs to help students with severe reading and automaticity programs to help students with severe reading and spelling problems. spelling problems. Annals of DyslexiaAnnals of Dyslexia, , 5454(2), 365-392. (2), 365-392.

Viadero, Debra. (2004). Educational Forecasting. Viadero, Debra. (2004). Educational Forecasting. Education WeekEducation Week, , 2424, , (12). 28-30.(12). 28-30.