Calculating Fluency Rate

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Fresh AIR for Reading Fluency
Presented by Lynn Hoover, M.Ed.,
CALT-QI Assistant Director Rawson-Saunders
School Austin, Texas
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Automatic Instant Retrieval A.I.R.

• Building Automaticity to Increase Fluency and
  Comprehension

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Why?

• Children who struggle the most with learning to
  read also fail to develop adequate automaticity
  (orthographic reading) and need structured,
  systematic training in this area
• Overlearning

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• Early preventive intervention may be particularly
  important in the development of automaticity and
  fluency.
• (Torgesen et al., 2001)

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Fluency Training

• Practice should only require minutes a day
• Consistent and over time
• Builds on accuracy
• Practice with known words

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Automatic Instant Retrieval A.I.R.

• One minute practice
• Practice not assessment

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Instant Letter Recognition

• Reading becomes fluent as a result of the
  development of fluency of reading subskills
  (e.g., naming letters).
• LaBerge and Samuels (1974)
• Good, Simmons, and Kameenui (2001)

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Instant Letter Recognition Hierarchy of Skills

• Capital Letters 5 or 6 letters
• Capital Letters - Mixed Practice

• Lower Case Letters 5 or 6 letters
• Lower Case Letters - Mixed Practice

• Mixed Capitals and Lower Case Letters

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Teacher Preparation

• Prepare Grid Template for use on chart or
  overhead
• Begin after students recognize letters

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Procedure for Instant Letter Recognition

• Activity One
• Practice first line with students. Students name
  letters as teacher touches each letter.
• Teacher starts one minute timer and says, Ready
  read.
• Students name letters as teacher touches each
  letter on each row.
• If chart is completed in less than one minute, go
  to top of chart and point to random letters or
  repeat rows.

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Activity Two Phoneme Segmentation

• When children learn to distinguish individual
  sounds, they are better able to remember which
  letters make those sounds and relate them when
  they can see them.
• Adams (1990)

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Activity Two Phoneme Segmentation/Blending

• Auditory Activity
• One Minute Only
• Hierarchy

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Hierarchy

• Words with 2 or 3 phonemes
• Words with 3 or 4 phonemes
• Words with final blend
• Words with initial blend
• Words with mixture of three, four, and five
  phonemes

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Blending Practice

• Teacher gives individual phonemes segmented
• Students blend to make a word
• Provide both segmenting and blending practice for
  students

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Teacher Preparation

• Teacher prepares stimulus words to dictate to
  students based on hierarchy of skills
• Teacher prepares words for a one minute activity

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Procedure for Phoneme Segmentation

• Teacher dictates word to students and cues
  students to segment into sounds. Students will
  NOT echo in this activity.
• Teacher says, Ready, (dictate word).
• Give visual cue to keep students together
• Students give segmented phonemes
• (b) (l) (o) (t)
• STOP after one minute

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Procedure for Phoneme Blending

• Teacher says, Look and listen. Teacher
  dictates segmented phonemes.
• Teacher gives visual cue for students to respond
  with the blended word.
• Example Teacher dictates (f) (l) (i) (p)
  Students respond (flip)
• STOP after one minute

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Activity ThreeRapid Word Recognition

• One minute activity
• Use Word Recognition Charts
• Only use words that have been introduced and
  practiced during reading practice
• Words should be easy to read for Rapid Word
  Recognition Practice

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Procedure for Rapid Word Recognition

• Teacher practices by having students read aloud
  the first row.
• Teacher starts one minute timer and says, Ready,
  read.
• Students read words as teacher touches each word
  in each row.
• If chart is completed in less than one minute,
  teacher goes to top of chart and points to random
  words or repeats rows.
• STOP after one minute.

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Automatic Instant RetrievalA.I.R.

• Daily activity
• Three one minute activities
• Consistent repetition
• Easy practice to build automaticity and fluency

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Reading FluencyInstructional Strategies to
Increase Students Reading Fluency
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What is reading fluency?
Fluency is reading quickly, accurately, and with
expression
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Automaticity

• Fluent reading requires automaticity
• Automaticity is instant, accurate
  recognition of letters and
  words
• Automaticity increases comprehension as
  readers focus on meaning not decoding

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Prosody

• Fluency includes reading with prosody
• Prosody includes the rhythm of the language
• Reading with expression
• Smooth, flowing reading, with natural pauses

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Why is reading fluency important?

• Fluent readers are able to focus their attention
  on understanding text.
• Non-fluent readers focus on figuring out words
  and have less attention available to focus on
  comprehension.

Fluency ---gt Comprehension
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Calculating Accuracy and Fluency Rates
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How do we measure reading fluency?
RATE ACCURACY FLUENCY COMPREHENSION
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It is very important for students to practice
fluency at their independent or instructional
level.
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Calculating Text Difficulty

• Subtract number of words read incorrectly from
  the number of words in the passage (words read
  correctly)
• Divide the number of words read correctly by the
  total number of words to calculate the percentage
  accuracy level
• Example
• 75 total words read - 12 errors 63 words read
  correctly
• 63 / 75 .84 (84 accuracy)
• This would be a frustration level text for this
  student.

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Assessing Fluency

• Materials
• 2 copies of text at the students independent or
  instructional reading level (one for the teacher
  to record errors and one for the student to read)
• stopwatch or timer
• a tape recorder may be used

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Assessing Fluency

• Procedure
• Teacher reads the title.
• Teacher tells the student
• Read across the page.
• Try to read each word.
• If you come to a word you dont know, I will tell
  you the word.
• Do your best reading.
• Start timing when the student begins reading
  aloud. Encourage the student not to speed
  read, but to do his/her best reading.

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Count as Errors for Fluency Assessment

• Omissions omits a word
• Mispronunciations words that are misread or are
  not words
• Substitutions - says one word for another (ex.
  top for tip)
• Reversals reverses letters in a word (ex. on
  instead of no)
• Hesitations does not say a word within 4
  seconds (after 4 seconds the teacher gives the
  word)

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Do not count as errors

• Insertions words that are added
• Self-corrections errors that are corrected
  within 3 seconds
• Repetitions a repeated word or series of words
• These will lower fluency score, but do not
  subtract from total words read.

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Calculating Reading Fluency
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Establishing a Baseline
Average of 3 one-minute timings. or Use middle
timing out of 3 one-minute timings. (DIBELS)
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To help students improve fluency, it is
important to

• Assess fluency regularly and systematically
• Establish a baseline measure of fluency
• Monitor progress

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Practicing Fluency

• Set fluency goals for individual students
• Move to a higher level of text as students meet
  their fluency goals
• Model fluent reading
• Provide repeated reading opportunities with
  corrected feedback

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Graphing Progress

• Graphing or charting progress is a good tool for
  measuring and monitoring student progress
• It is motivating for students to chart their
  progress
• Students can easily graph their own progress

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Monitoring Fluency Practice

• Read unpracticed text to the teacher and
• graph wcpm
• Practice rereading the same text several times
• Read the text again to the teacher
• Graph score in a different color

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