Title: Fostering Fluency
1 Fostering Fluency
- Effective, research-based practices for
development of automaticity and fluency - Anne Zernicke, Rosemary Ginn, Janice Raymond
- Massachusetts Dept. of Education, Reading First
2 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
3The Many Strands that are Woven into Skilled
Reading (Scarborough, 2001)
Reading is a multifaceted skill, gradually
acquired over years of instruction and practice.
4From 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/30
years.html
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 Curlys face was
ripped open from eye to jaw.
5From 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.
6 Marilyn Adams on the nature of skilled reading
it has been proven beyond any shade of doubt
that skillful readers process virtually each and
every word and letter of text as they read. This
is extremely counter-intuitive. For sure,
skillful readers neither look nor feel as if
thats what they do. But thats because they do
it so quickly and effortlessly. Almost
automatically with almost no conscious attention
whatsoever, skillful readers recognize words by
drawing on deep and ready knowledge of spellings
and their connections to speech and meaning.
In fact, the automaticity with which skillful
readers recognize words is the key to the whole
systemThe readers attention can be focused on
the meaning and message of a text only to the
extent that its free from fussing with the words
and letters.
7 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.
8 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.
9 What can fluent readers do?
- Read fluently with adequate speed, phrasing,
intonation their reading sounds like theyre
speaking. - Apply their knowledge of orthography to help
identify unknown words they encounter. - Activate, apply their extensive vocabulary.
10 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.
11 Partner Activity
12 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?
13First Reader By Billy Collins
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 ball or exploring the cosmos of
the backyard, unaware they are the first
characters, the boy and girl who begin
fiction. Beyond the simple illustrations of their
neighborhood, the other protagonists were waiting
in a huddle frightening Heathcliff, frightened
Pip, Nick Adams 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 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.
14It 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 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. 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 fed the animal, and now it was time
to discover the infinite, clicking permutations
of the alphabets small and capital letters.
Alphabetical ourselves in the rows of classroom
desks, we were forgetting how to look, learning
how to read.
15Passage 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?
16Excerpt 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
17Passage 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
18Characteristics of dysfluent readers
- Slow rate of reading
- Hesitates at unknown words
- Difficulty applying learned word identification
strategies - Repeats, rereads words and phrases
- Recognizes few words at sight
19Possible reasons for slow, dysfluent reading
include
- Lack of automaticity
- Letter naming/recognition
- Letter sound
- Recognition of phonic patterns, syllables
- Sight words
- OR child is automatic at word level but
- Lacks fluency at
- Phrase
- Sentence
- Paragraph
- Passage level
20Automaticity
- 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.
21Automaticity and Reading
- Difficulties in automatic word recognition affect
accuracy, rate of reading and a readers ability
to efficiently comprehend what they read.
(Lyon 1995 Torgesen 2001)
22Automaticity 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)
23Assessing Automaticity and Fluency
24Why assess fluency?
- Oral reading fluency measures are valid have
been found to predict results on high stakes
reading comprehension tests - Benchmarks for satisfactory reading rates are the
same regardless of reading program - Benchmarks help teachers identify who is at risk
for for below grade level performance
25Assessments
- DIBELS Dynamic Indicators of Basic Early
Literacy Skills Good and Kaminski, Univ. of
Oregon - Test of Word Reading Efficiency Torgesen, Pro-Ed
- Gray Oral Reading Test IV
26DIBELS subtests
- Letter naming
- Initial sound fluency
- Phoneme segmentation
- Nonsense word fluency
- Oral reading fluency
- Word use fluency
- Oral retelling
27TOWRE Sight Word Efficiency
28How to assess fluency
- Use oral reading fluency norms from a valid
assessment tool such as DIBELS - Passages at students instructional reading level
should be used. - Conduct 3 one minute screenings then calculate
the median score - Mark all errors
29WCPM trials
- Teacher asks student to read passage.
- Teacher times reading and has student stop at one
minute. - Teacher counts words read correctly per minute
(WCPM). - Teacher refers to benchmark chart to interpret
score. (Hasbrouck and Tindal 1992)
30Practice example for WCPM
- Jen read a passage of 140 words in 2 minutes. She
made 20 errors. - Words read correctly 140-20120
- Percent accuracy 120/140 85
- Time in decimal form 120/602.0
- WCPM 120/2.0 60 WCPM
31 WCPM Calculations
- Percent Accuracy of words read correctly
- total number of words
read - 120/140 85 accuracy
- Time in decimal form
- Divide time (seconds) by 60
- 120 seconds/60 seconds 2.0
- WCPM 120/ 2.0 60
-
32Interpreting results
- For Percentage of accuracy
- 96-100 Independent reading level
- 91- 95 Instructional reading level
- 90 and below Frustration reading level
- Jen read the passage with 85 accuracy. Is this
passage appropriate for fluency practice?
33Interpreting results
- For Oral Reading Fluency benchmarks
- Teachers need to refer to normative data sources
which include - DIBELS benchmarks
- Hasbrouck and Tindal, 1992
- Fuchs et al, 1993
34- Research-based Instruction
35Instruction
- For children whose performance falls below
benchmark, additional assessment is needed to
pinpoint specific instruction needed. - Further diagnostic assessment will help determine
if slow, dysfluent reading is a result of weak
accuracy (word level) or slow rate, fluency (text
level).
36Fluency instruction for the struggling reader
- Struggling readers need more structured,
systematic, explicit emphasis on building both
accuracy and fluency. (LETRS, Sopris West)
37General 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.
38Instruction to develop automaticity of letters
and sounds
- Letter recognition, naming tasks (Alphabet Arc
activities) - Letter-sound correspondence (Sound card games and
drills) - Phonological awareness tasks (Rhyming)
- Phonemic blending and segmentation tasks (Elkonin
box activities, finger tapping)
39Instruction to improve automaticity at the word
level
- Onset-rimes (word sorts, drills)
- Syllables (Six syllable type review and drills)
- Irregular, sight words (sand writing, drills)
- Regular sight words (review phonic pattern,
orthographic rule, word card games, drills)
40Example Fischer Speed Drill
- rid hid hide kit kite ride hide rid
hid -
- kit ride hid kite ride rid kit hide
hid - ride kit rid hide hid kit rid kite
ride - Phyllis Fischer Concept Phonics (Oxton House)
41Instruction to improve Fluency in connected text
- Research has shown the following techniques to be
most effective - Alternate or simultaneous oral reading with a
model - Repeated readings
- Timed trials with Charting
42Alternate Oral Reading
- Teacher reads section of passage while child
follows along, reading silently and pointing to
words as they are read. - Child reads same section or next section of text.
43Simultaneous oral reading
- Preview passage discuss.
- Teacher reads passage as child reads along,
silently. - Teacher and child read passage together.
- Child reads passage independently.
44Repeated readings
- Text is read, then reread two to four times on
successive days. - Teacher must insure that text used can be read
with at least 95 accuracy by child. - Teacher and student can graph wcpm.
45Charting with one minute timed trials
- WCPM are counted after child reads passage for
one minute. - Performance is charted so that improvement is
seen over weeks, months.
46Phrase-cued reading
- Teacher marks text with pencil, scooping phrases.
- Teacher models expressive reading using pencil to
scoop phrases as phrases are read. - Student follows model, reads passage while
scooping phrases with pencil.
47Automaticity/Fluency Programs and Materials
- Great Leaps by Campbell and Mercer
- Read Naturally by Edformation
- Quick Reads by Hiebert
- Language! by Greene
48Great Leaps K-2 high frequency phrases
- my work is good make it work most people
- which day man made find out
- a good day about much work first day
- 1998 Campbell and Mercer
49Short texts to be read quickly with meaning. 60
texts each at grades 2,3,4. Carefully structured
to focus on 1000 most frequent words and
important phonemic patterns
www.quickreads.org
50Most effective/less effective practices
- Most effective practices include
- Alternate and Simultaneous reading
- Repeated readings
- Minute trials and Charting
- Less effective practices include
- Choral reading
- Round robin reading
- Readers theatre
- National Reading Panel 2000
51Instruction versus Practice
- Instruction is explicit and teacher directed
and is provided in one to one or small groups. - Practice is child directed conducted with a
partner or partners at learning centers/stations
in school or at home. -
-
52Automaticity Practice/Centers
Alphabet Arc games including Go fish and Knock, knock for automatic letter recognition Moose game for sight word practice.
Partner picture card sorts for practice isolating sounds in words. Word sort games and word building games for review of words with regular phonic patterns.
53Fluency Practice/Centers
Partner reading at center with record sheet to record date, partner, passage read. Across grade reading e.g.Third graders read, regularly, to their kindergarten buddies.
Rereading book to parent at home. Simultaneous assisted reading child reads with tape recorder at listening center.
54Creating a plan for fluency instruction and
practice
- Assess students
- Identify children at risk
- Identify specific needs and group children for
instruction (i.e. accuracy, automaticity at word
level, or rate fluency in connected text) - Provide explicit instruction in automaticity and
fluency as well as opportunities for practice. - Monitor progress
55Progress Monitoring - The Teachers Map
- Whoops! Time to make a change!
Aimline
Phoneme Segmentation Fluency
56Progress Monitoring The Teachers Map
Aimline
57Progress Monitoring Assessment
- Purpose Frequent, timely measures to determine
whether students are learning enough of critical
skills. - When At minimum 3 times per year at critical
decision making points. - Who Students identified as at risk, some risk.
- Relation to Instruction Indicates students who
require additional assessment, more intensive
instruction and/or intervention.
58For our next regional meeting
- Please be prepared to share
- Plan for fluency instruction (K,1 or 2,3).
- Instructional techniques used.
- Practice/Center techniques used.
- Successes, challenges!
59 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.
60 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
61 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.
62 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.
63 Resources
- www.uoregon.edu,
- www.nichd.nih.gov/publications/nrp
- www.sopriswest.com
- www.neuhaus.org
- www.mghihp.edu/hill
- www.doe.mass.edu