Fluency Instruction CAN Make a Difference! Please note: In order to post this on the web, weve removed all student photos.
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Fluency Instruction CAN Make a Difference!
Please note: In order to post this on the
web, we’ve removed all student photos.
Kelowna
Vancouver
Email: literacycentre@sd23.bc.caPhone: (250) 870-5000 Ext. 7542Fax: (250) 870-5087
Student Support ServicesSD#23 (Central Okanagan)Kelowna, British Columbia,
Canada
Heather Baptie (baptie@shaw.ca)Terry Dobson (terry-d@shaw.ca)
Fluency
Comprehension
Phonics
Phonemic Awareness
Vocabulary
N
ati
onal
Readin
g P
anel
Five Key Components of Five Key Components of ReadingReading
Describe a Non-fluent Reader
• Reads haltingly
• Slow, laborious
• Uncertain about sight words
• Reads word-by-word
• Ignores punctuation
• May make many errors
What is fluency?
Fluency is reading aloud with accuracy, appropriate speed and expression. (Huey, 1908)
Fluency is . . .
Multi-dimensional
•Accuracy
•Automaticity
•Prosody
Why is fluency important?
Fluency is a bridge that connects decoding to comprehension. (Padak & Rasinski,
2007)
Identifying Words
ConstructingMeaning
FLUENCY
MeasureValidity
CoefficientsOral Recall/Retell .70Cloze .72Question Answering .82
Oral Reading Fluency .91
Fuchs, Fuchs, Hosp, & Jenkins, SSR, 2001
Oral Reading Fluency Correlates Highly with Reading
Comprehension
Why are fluency and
comprehension so highly
correlated?
Blue Red Orange Purple White Black Green Blue Yellow Black Red Gray Black Black Green Yellow Blue Orange Red Blue Yellow Red Green Orange Purple White Green Yellow Black Red Orange Gray Black Purple Yellow Blue Red Blue Red Gray Purple White Black Gray Yellow Green Blue Red Green Yellow Blue Gray Purple White Black
Green Orange Red Blue Black Yellow
Students become fluent by reading
Just setting aside time for independent silent reading is not sufficient
National Reading Panel Report (2000)www.nationalreadingpanel.org
In 10 minutes of independent reading…
• A fluent reader might read 2,000 words
• A struggling reader might read only 500 words
Equal practice time, unequal practice
Why teach fluency ?
• Fluency instruction improves reading comprehension
• Transfers to other subject areas – improves overall achievement
Fluency instruction can make a difference.
Read Natural ly Benchmark Ass ess or Words Correct Per Minute on Unrehearsed Grade Level P ass ages
2006 - 2007
2621
69
48
58
73
107
57
24
36
0
20
40
60
80
100
120
Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
Wo
rds
Co
rre
ct P
er
Min
ute
Pre Intervention Post Intervention
Growth in Words Correct P er Minute for Grade 2 Students After 9 Week Intervention Pr ogram - 2007
5
24
0
5
10
15
20
25
30
Expected Growth Literacy Centre Students ' Growth
Gro
wth
in W
ord
s C
orre
ct P
er M
inu
te
Fluency S cores Relative to Hasbrouck & Tindal Oral Reading Fluency Norms
for Grade 3 Intervention Students 2006 - 2007
0
1 0
2 0
3 0
4 0
5 0
6 0
7 0
8 0
9 0
10 0
Fall 06 Winter 07
Wo
rds
Co
rre
ct P
er M
inu
te
Grade 3 10th %tile
25th %tile 50th % tile
Assessing Fluency
Reading Fluency Assessments
• Read Naturally Fluency Assessments
• 3-Minute Reading Assessments – Tim Rasinski (Scholastic)
• Readinga-z.com Fluency Passages
• Jerry Johns’ Fluency Assessments
*WCPM = Words Correct Per Minute
Hasbrouck, J., & Tindal, G.A. (2006, April). Oral Reading Fluency Norms: A Valuable Assessment Tool for Reading Teachers. The Reading Teacher, 59(7), 636-644.
2005 Hasbrouck & Tindal Oral Reading Fluency Data
How do you assess fluency?
• Listen to student read three unrehearsed passages at his/her grade level for one minute, while simultaneously noting prosody.
• Compare average wcpm score to Hasbrouck-Tindal norms.
Who benefits from fluency instruction?
Students scoring 10 words or more below the 50th percentile on the Hasbrouck & Tindal table
What other information can we gain during a fluency assessment?
• High frequency words
• Decoding skills
• Prosody – punctuation, phrasing, expression
• Comprehension
• Confidence
How do you teach fluency?How do you teach fluency?
Monitor Progress
Repeated
Reading
Modeled Reading
Principles of integrating fluency into classroom reading
program• Provide models of fluent reading
• Structure opportunities for repeated oral reading of text with guidance and feedback
• Establish criteria and monitor progress
• Increase time students actually spend reading
More time spent reading . . .
More words read
www.reading.org
www.kendallhunt.com
www.interdys.org
www.allynbaconmerrill.com
www.prel.org
READ NATURALLY
www.readnaturally.com
Step 1Step 1
Select Select a Storya Story
Step 2Step 2
Key WordsKey Words
Step 3Step 3
PredictionPrediction
Step 4Step 4
Cold Cold TimingTiming
Step 5Step 5
Graph Graph Score Score in Bluein Blue
Step 6Step 6
Read AlongRead Along
Step 7Step 7
Practice Practice the Storythe Story
Step 8Step 8
Answer the Answer the QuestionsQuestions
Comprehension Questions
All Levels 1. Identifying the main idea2. Recalling a fact3. Getting the meaning of a
word from context4. Making connections
within the text5. Connecting the author’s
and the reader’s ideas
Levels 5.6 and Above6. Developing vocabulary 7. Attending to details8. Drawing conclusions9. Summarizing or finding
supporting details
Step 9Step 9
Pass the Pass the StoryStory
Step 10Step 10
Graph Graph Score in Score in
RedRed
Step 11Step 11
Write aWrite aRetellRetell
There is no comprehension
strategy that compensates for
difficulty reading words
accurately & fluently.
(Torgenson, 2003)
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