Gillian Kutches TE 842, Section 730 June 17, 2010 Fluency.

Gillian KutchesGillian Kutches

TE 842, Section 730TE 842, Section 730

June 17, 2010June 17, 2010

Fluency

What is fluency?What is fluency?

Fluency consists of rate, accuracy, Fluency consists of rate, accuracy, prosody and automaticity of prosody and automaticity of readingreading

The flow at which sounds, syllables, The flow at which sounds, syllables, words and phrases are connected words and phrases are connected when reading quickly (Wikipedia)when reading quickly (Wikipedia)

Fluency is recognized as critical to Fluency is recognized as critical to students’ literacy developmentstudents’ literacy development

What, Why and How?What, Why and How?

There are three key elements to There are three key elements to fluency (Hudson, 2005)fluency (Hudson, 2005)– Accuracy in word decodingAccuracy in word decoding– Automaticity in recognizing wordsAutomaticity in recognizing words– Appropriate use of prosody or meaningful Appropriate use of prosody or meaningful

oral expression while readingoral expression while reading

Why is fluency Why is fluency important?important?

““Students who are not developing Students who are not developing fluency have a hard time understanding fluency have a hard time understanding and keeping up with schoolwork and and keeping up with schoolwork and often find themselves in increasing often find themselves in increasing difficulty even if they have previously difficulty even if they have previously done well.” (Worthy, 2001/2002, p. 335) done well.” (Worthy, 2001/2002, p. 335)

Students with inadequate fluency are Students with inadequate fluency are also more prone to “avoid reading also more prone to “avoid reading because their fear of failure and because their fear of failure and negative attitudes” (Worthy, negative attitudes” (Worthy, 2001/2002, p. 335)2001/2002, p. 335)

What knowledge do readers need to develop What knowledge do readers need to develop in order to be considered proficient? in order to be considered proficient?

Sight words and high frequency words Sight words and high frequency words to be able to read fluently and with to be able to read fluently and with automaticityautomaticity

Have a grade-level appropriate Have a grade-level appropriate vocabularyvocabulary

What fluent readers sound like (from What fluent readers sound like (from parents, adults, peers or teachers)parents, adults, peers or teachers)

Voice inflection and punctuation Voice inflection and punctuation awarenessawareness

How to read with expression and proper How to read with expression and proper phrasingphrasing

What skills do readers need in What skills do readers need in order to be considered proficient? order to be considered proficient?

AutomaticityAutomaticity PhrasingPhrasing Smoothness Smoothness ExpressivenessExpressiveness Rate and accuracyRate and accuracy

What habits/attitudes do readers What habits/attitudes do readers need to be considered proficient?need to be considered proficient?

Multiple experiences with text and Multiple experiences with text and reading orallyreading orally

Paying attention to punctuation and Paying attention to punctuation and quotationsquotations

Reading “quickly” and with few errors Reading “quickly” and with few errors (but also reading for meaning)(but also reading for meaning)

Recognizing sight words automatically Recognizing sight words automatically from memoryfrom memory

Noting different characters or Noting different characters or perspectives in the textperspectives in the text

Letter to sound relationshipsLetter to sound relationships Decoding skillsDecoding skills

What is the relationship between What is the relationship between fluency and comprehension?fluency and comprehension?

With0ut fluency, With0ut fluency, comprehensioncomprehension cannot be achieved cannot be achieved (If the reader cannot read the text, they cannot (If the reader cannot read the text, they cannot understand what they read)understand what they read)– ““Until readers achieve automaticity in word Until readers achieve automaticity in word

recognition, they will necessarily depend more on recognition, they will necessarily depend more on alternate knowledge sources in order to figure out alternate knowledge sources in order to figure out what the words say…automatic word recognition what the words say…automatic word recognition allows readers to concentrate on the meaning of text, allows readers to concentrate on the meaning of text, rather than on identifying words” (Kuhn & Stahl, 2000, rather than on identifying words” (Kuhn & Stahl, 2000, p.5)p.5)

““Prosody may also provide a link between fluency Prosody may also provide a link between fluency and comprehension… in order to read a sentence and comprehension… in order to read a sentence with intonation, one must assign syntactic roles into with intonation, one must assign syntactic roles into the words in the sentence” (Kuhn & Stahl, 2000, p. 6)the words in the sentence” (Kuhn & Stahl, 2000, p. 6)

““In order to be truly fluent, a reader must In order to be truly fluent, a reader must comprehend and interpret text” (Worthy, 2001/2002, comprehend and interpret text” (Worthy, 2001/2002, p. 337)p. 337)

What is the relationship between What is the relationship between fluency and vocabulary?fluency and vocabulary?

The reader must have an on-level The reader must have an on-level vocabularyvocabulary to be able to read words in to be able to read words in the text. the text.

Fluent readers must have a vocabulary of Fluent readers must have a vocabulary of high frequency words and strategies for high frequency words and strategies for accurately decoding new words (Worthy, accurately decoding new words (Worthy, 2001/2002)2001/2002)

““Students who avoid reading have less Students who avoid reading have less exposure to ideas and vocabulary in books exposure to ideas and vocabulary in books and may lose intellectual as well as and may lose intellectual as well as academic ground” (Worthy, 2001/2002, academic ground” (Worthy, 2001/2002, p.335)p.335)

What is the relationship between fluency What is the relationship between fluency and phonics/phonemic awareness? and phonics/phonemic awareness?

““The learner develops a foundation that will The learner develops a foundation that will allow later instruction to proceed in a allow later instruction to proceed in a meaningful manner. For example, children meaningful manner. For example, children develop insights into the reading process develop insights into the reading process that includes concepts about print, phoneme that includes concepts about print, phoneme awareness and book handling knowledge” awareness and book handling knowledge” (Kuhn & Stahl, 2000, p.2)(Kuhn & Stahl, 2000, p.2)

Without Without phonemic awarenessphonemic awareness, the reader , the reader will not understand phonics rules, spelling will not understand phonics rules, spelling patterns and letter combinations in printpatterns and letter combinations in print

To be able to effectively decode, the reader To be able to effectively decode, the reader must be equipped with must be equipped with phonicsphonics strategies strategies

What should first graders know What should first graders know and be able to do?and be able to do? Exhibit basic phonemic awareness Exhibit basic phonemic awareness

and multiple experiences with print and multiple experiences with print (past story reading with parents, (past story reading with parents, magnetic letters, etc)magnetic letters, etc)

Know what sound each letter makesKnow what sound each letter makes Some phonics rules and spelling Some phonics rules and spelling

patternspatterns Read at an emerging first grade levelRead at an emerging first grade level Have several strategies for decoding Have several strategies for decoding

According to MI state standards, by the end of According to MI state standards, by the end of first grade, students should be able to…first grade, students should be able to…

MI R.WS.01.05 – MI R.WS.01.05 – automaticallyautomatically recognize frequently encountered recognize frequently encountered words in and out of context with the number of words that can be read words in and out of context with the number of words that can be read fluently increasing steadily across the school year.fluently increasing steadily across the school year.

MI R.WS.01.06 - MI R.WS.01.06 - make progress in automatically recognizing the 220 make progress in automatically recognizing the 220 Dolch basic sight words and 95 common nouns for mastery in third Dolch basic sight words and 95 common nouns for mastery in third grade.grade.

MI R.WS.01.07 - MI R.WS.01.07 - use strategies to identify unknown words and use strategies to identify unknown words and construct meaning by using initial letters/sounds (phonics), patterns of construct meaning by using initial letters/sounds (phonics), patterns of language (syntactic), picture clues (semantic), and applying context language (syntactic), picture clues (semantic), and applying context clues to select between alternative meanings.clues to select between alternative meanings.

MI R.WS.01.09 - MI R.WS.01.09 - know the meanings of words encountered frequently know the meanings of words encountered frequently in grade-level reading and oral language contexts.in grade-level reading and oral language contexts.

MI R.WS.01.10 - MI R.WS.01.10 - in context, determine the meaning of words and in context, determine the meaning of words and phrases including objects, actions, concepts, content vocabulary, and phrases including objects, actions, concepts, content vocabulary, and literary terms, using strategies and resources including context clues, literary terms, using strategies and resources including context clues, mental pictures, and questioning.mental pictures, and questioning.

MI R.FL.01.01 – MI R.FL.01.01 – automatically recognize and fluently read identified automatically recognize and fluently read identified grade-level high frequency words encountered in or out of context.grade-level high frequency words encountered in or out of context.

In order for students to be fluent, In order for students to be fluent, they should be able to…they should be able to…

– Blend sounds Blend sounds – Understand that words are comprised of Understand that words are comprised of

soundssounds– Understand that words carry meaningUnderstand that words carry meaning– Alphabetic principle and that words are Alphabetic principle and that words are

composed of letters of the alphabetcomposed of letters of the alphabet– Recognize blends, onsets and rimes, word Recognize blends, onsets and rimes, word

familiesfamilies– Read all Dolch sight words for Grade 1Read all Dolch sight words for Grade 1

How do effective teachers plan and How do effective teachers plan and implement lessons to increase implement lessons to increase proficiency?proficiency?

Repeated reading Repeated reading Unrehearsed oral reading, such as “Round Robin” Unrehearsed oral reading, such as “Round Robin”

reading or “Popcorn” reading (Worthy, 2001/2002, reading or “Popcorn” reading (Worthy, 2001/2002, p.335)p.335)

Exposure to multiple text (Rasinski, 2006, p.704)Exposure to multiple text (Rasinski, 2006, p.704)– PoetryPoetry– Song lyricsSong lyrics– ChantsChants– RhymesRhymes– Plays (such as Readers’ Theatre)Plays (such as Readers’ Theatre)– Monologues and dialoguesMonologues and dialogues– LettersLetters– Series booksSeries books– Non-fictionNon-fiction

Repeated Reading…One Repeated Reading…One StrategyStrategy

““In addition to improving speed and accuracy, guided In addition to improving speed and accuracy, guided repeated reading has been shown to improve word repeated reading has been shown to improve word recognition, fluency, and comprehension across a recognition, fluency, and comprehension across a variety of grade levels and educational settings” variety of grade levels and educational settings” (Worthy, 2001/2002, p.336)(Worthy, 2001/2002, p.336)

“ “Repeated reading is one of the best ways to develop Repeated reading is one of the best ways to develop fluency” (Rasinski, 2006, p. 705)fluency” (Rasinski, 2006, p. 705)

Teachers should remember that repeated reading needs Teachers should remember that repeated reading needs to accompany the other components of reading. “I fear to accompany the other components of reading. “I fear that a single-minded focus on using repeated reading to that a single-minded focus on using repeated reading to improve reading rate, without commensurate emphasis improve reading rate, without commensurate emphasis on reading for meaning, will not have the desired result on reading for meaning, will not have the desired result of improving comprehension and will eventually return of improving comprehension and will eventually return reading fluency to a secondary role in the curriculum” reading fluency to a secondary role in the curriculum” (Rasinski, 2006, p.705)(Rasinski, 2006, p.705)

When and in what order should When and in what order should these aspects be taught?these aspects be taught?

““Reading fluency develops over time Reading fluency develops over time through modeling and instruction, and through modeling and instruction, and guided and independent practice in a guided and independent practice in a variety of texts” (Worthy, 2001/2002, p.336)variety of texts” (Worthy, 2001/2002, p.336)

““Frequent opportunities to practice Frequent opportunities to practice identifying words through meaningful identifying words through meaningful reading and writing experiences help the reading and writing experiences help the reader to achieve automatic word reader to achieve automatic word identification and automaticity. As the identification and automaticity. As the reader begins to group words together reader begins to group words together meaningfully, there is a gradual transition meaningfully, there is a gradual transition from word-by-word reading to reading in from word-by-word reading to reading in meaningful phrases” (Worthy, 2001/2002, p. meaningful phrases” (Worthy, 2001/2002, p. 335)335)

How do effective teachers plan and How do effective teachers plan and implement lessons to increase proficiency?implement lessons to increase proficiency?

Teachers need to find students’ Teachers need to find students’ instructional level to work on fluency. instructional level to work on fluency. “Frustration level reading does not “Frustration level reading does not improve oral reading fluency and can improve oral reading fluency and can lead to negative feelings about lead to negative feelings about reading” (Worthy, 2001/2002, p.335)reading” (Worthy, 2001/2002, p.335)

Modeling by reading aloud “Teacher Modeling by reading aloud “Teacher read-alouds provide models on fluent read-alouds provide models on fluent reading, and explicit instruction shows reading, and explicit instruction shows students how to develop their own students how to develop their own fluency”(Worthy, 2001/2002, p.337)fluency”(Worthy, 2001/2002, p.337)

How do effective teachers plan and How do effective teachers plan and implement lessons to increase proficiency?implement lessons to increase proficiency?

– Students listen to teacher/peerStudents listen to teacher/peer– Echo readingEcho reading– Choral readingChoral reading– Books on tape/ Listening CentersBooks on tape/ Listening Centers– Buddy reading/ Peer readingBuddy reading/ Peer reading– Small group guided readingSmall group guided reading– Free choice readingFree choice reading– Repeated readingRepeated reading

How do teachers scaffold students’ How do teachers scaffold students’ motivation and engagement in fluency motivation and engagement in fluency lessons?lessons?

Have a way for students to chart or see their own Have a way for students to chart or see their own progress. One way to assess:progress. One way to assess:– ““Cold” read: Student reads instructional level Cold” read: Student reads instructional level

passage with no practice, record words read for 1 passage with no practice, record words read for 1 minuteminute

– Student practices reading passage at least 3 times Student practices reading passage at least 3 times (with teacher assistance or peer)(with teacher assistance or peer)

– ““Hot” read: Student reads same passage again after Hot” read: Student reads same passage again after practice, record words read for 1 minutepractice, record words read for 1 minute

– Records growth from “cold” to “hot” readRecords growth from “cold” to “hot” read Encourage and praise students consistently when Encourage and praise students consistently when

progress is madeprogress is made Model and “think out loud” effective strategies Model and “think out loud” effective strategies

during whole group and guided readingduring whole group and guided reading Differentiating instruction based on student level Differentiating instruction based on student level

and needsand needs

How do teachers fit fluency instruction into How do teachers fit fluency instruction into the overall literacy program?the overall literacy program?

Read alouds/ Whole groupRead alouds/ Whole group– ModelingModeling– Class discussionsClass discussions

Independent practiceIndependent practice– Repeated readingRepeated reading– Exposure to multiple textsExposure to multiple texts

Guided readingGuided reading– Modeling and discussionModeling and discussion– Repeated readingRepeated reading

During all subjects, throughout the school During all subjects, throughout the school dayday

Teacher needs to provide explicit fluency Teacher needs to provide explicit fluency instructioninstruction

What characteristics and behaviors do What characteristics and behaviors do teachers have to promote student teachers have to promote student achievement in fluency?achievement in fluency?

Implementing an effective literacy block Implementing an effective literacy block that includes multiple opportunities for that includes multiple opportunities for fluency practicefluency practice

Guided reading/ Small groupGuided reading/ Small group Independent practiceIndependent practice Whole groupWhole group

Realizes the goal of fluency is not “speed Realizes the goal of fluency is not “speed reading”reading”

Aims to teach both prosody and automaticity Aims to teach both prosody and automaticity (separately through explicit instruction)(separately through explicit instruction)

Models thinking for students during read-Models thinking for students during read-alouds and models fluent readingalouds and models fluent reading

Provides opportunities to engage in a Provides opportunities to engage in a variety of textsvariety of texts

How might these characteristics be translated How might these characteristics be translated to each component of reading instruction?to each component of reading instruction?

Teachers need to realize that fluency Teachers need to realize that fluency instruction must be embedded within all instruction must be embedded within all other components of reading instruction, other components of reading instruction, including comprehension, vocabulary and including comprehension, vocabulary and phonemic awareness/phonics. Fluency phonemic awareness/phonics. Fluency needs to be modeled and practiced daily to needs to be modeled and practiced daily to ensure students are making gains in their ensure students are making gains in their reading achievement. “Fluency is a critical reading achievement. “Fluency is a critical component of successful reading”, writes component of successful reading”, writes Worthy (2001/2002, p.334). Teachers need Worthy (2001/2002, p.334). Teachers need to provide their students with positive, to provide their students with positive, encouraging experiences with reading so it encouraging experiences with reading so it can foster a love of reading in their can foster a love of reading in their students.students.

ReferencesReferences Fluency. (2010, May 9). In Fluency. (2010, May 9). In Wikipedia: the free Wikipedia: the free

encyclopediaencyclopedia. . Retrieved June 16, 2010, from Retrieved June 16, 2010, from http://en.wikipedia.org/wiki/Fluency

Hudson, R.F., Lane, HB & Pullen PC. 2005 Reading Hudson, R.F., Lane, HB & Pullen PC. 2005 Reading Fluency Fluency Assessment and Instruction: What, Why Assessment and Instruction: What, Why and How? and How? The The Reading Teacher,Reading Teacher, 58, 702-714. 58, 702-714.

Kuhn, M., & Stahl, S. (2000). Kuhn, M., & Stahl, S. (2000). Fluency: A review of Fluency: A review of developmental developmental and remedial practicesand remedial practices (Report No. (Report No. 2-2- 0008). Ann Arbor, MI: 0008). Ann Arbor, MI: Center for the Center for the Improvement of Improvement of Early Reading Achievement. Early Reading Achievement.

Rasinski, T. (2006). Reading fluency instruction: Moving Rasinski, T. (2006). Reading fluency instruction: Moving beyond beyond accuracy, automaticity, and accuracy, automaticity, and

prosody. prosody. The Reading The Reading Teacher, 59Teacher, 59, 704-706. , 704-706. Worthy, J., & Broaddus, K. (2001). Fluency beyond the Worthy, J., & Broaddus, K. (2001). Fluency beyond the

primary primary grades: From group performance to grades: From group performance to silent, independent silent, independent reading. reading. The Reading Teacher, 55The Reading Teacher, 55, , 334-343. 334-343.