Fluency Instruction CAN Make a Difference! Please note: In order to post this on the web, weve removed all student photos.

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: [email protected]: (250) 870-5000 Ext. 7542Fax: (250) 870-5087

Student Support ServicesSD#23 (Central Okanagan)Kelowna, British Columbia,

Canada

Heather Baptie ([email protected])Terry Dobson ([email protected])

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

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Co

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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)