Fluency Assessment and Intervention. Determining the need for intervention Frustrated while reading grade level material Not participating in class Low.

Fluency

FluencyAssessment and InterventionDetermining the need for interventionFrustrated while reading grade level materialNot participating in classLow standardized test scoreLow comprehensionSlow, choppy readingFrequent errors when reading aloudWhy fluency is importantHigh correlation of WPMC with comprehension

For struggling readers, this relationship holds at every age

Why? Short term memory ~18 seconds: If sentence takes longer than that to readout of your memory buffer

GradeCorrelation% variance accounted for1st.8776%3rd.7861%3Basic Reading Skills vs ComprehensionDecoding Deficits (dysphonetic)Automaticity Deficits (dysorthographic)Found in about 95% of struggling readers

Sound, Fluent, and Expressive BUT Do not understand what they have readFound in about 5% of struggling readers

The true issue is Fluency and Automaticity First question out of my mouth is what is the Rate and Accuracy with grade level texts?4 NOW WHAT????Efficient AssessmentFast QRIEstablish an independent, instructional and frustration reading level for the student

Why?Determine the level of materials needed to intervene based on accuracy and fluencyAccuracy ExpectationsIndependent= 98% and higherInstructional= 95-97%Frustration= 94% and below

Fluency NormsMidwest NormsEnd of Grade Expected Reading Rate:

8th Grade: 170 Words per Minute Correct7th Grade: 160 Words per Minute Correct6th Grade: 150 Words per Minute Correct

Where do we start?Start with the grade level passage1 minute cold read (Running Record **Deviations from print)Calculate accuracy and words per minute correctMove on to the next passage belowContinue until all 3 levels have been establishedFast QRI vs. Informal Reading Inventory/QRINo word listsNo concept questionsNo comprehension questionsNow What???ROARFAST QRI Examples

Examples Continued

How Effective is ROAR?Contrasting Groups Intervention

2nd-5th gradeParaprofessionals as intervention specialists4 sessions per week, 9 monthsRandomly assigned to i.t.a.-ROAROrton-GillinghamDISTAR

14Study 1: Gains in Reading AccuracyInformal Reading Inventory15Study 1: Gains in Reading FluencyCurriculum-Based Assessment16Repeated Oral Assisted ReadingROARSelect story at instructional level

Preview story

Cold reading (1 min.)

I read, we read, you read for 15 mineach sentence

Hot reading (1 min.)

Chart progress

17ROAR in ActionROAR CHART COMPLETE