What is fluency?What is fluency? Speed + Accuracy = Fluency Reading quickly and in a
meaningful way (prosody) Decoding and comprehending
simultaneously Freedom from word identification
problems Fluency is derived from the Latin
word fluens which means “to flow”
Smooth and effortless reading
Fluent readers….Fluent readers…. Recognize words automatically
Read aloud effortlessly and with expression
Do not have to concentrate on decoding
Can focus on comprehension
The fluent reader sounds good, is easy to listen to, and reads with enough expression to help the listener understand and enjoy
the material
Indicators of FluencyIndicators of Fluency Words per minute
Reading with expression
Recall/Retelling
Factors that limit Factors that limit fluency…fluency… Unfamiliarity with text
Limited vocabulary
Difficulty with syntax
Decoding breakdown
Assessing FluencyAssessing FluencySelect a grade-level passage
Student reads for one minute
Compute the number of words read in one minute
Count the number of errors
Subtract the number of errors from the number of words read
How to Build Reading How to Build Reading FluencyFluency Daily practice
Timed repeated readings
Set goals
Graph fluency progress
Bridge to ComprehensionBridge to Comprehension
Fluency forms the bridge between word
recognition and comprehension
Identifying
Words
Constructing
Meaning
FLUENCY
Fluency Instructional Fluency Instructional StrategiesStrategies1. Explicit Explanation2. Demonstration Modeling3. Guided Practice4. Supported and/or Recorded
Practice5. Performance
Explicit ExplanationExplicit Explanation
Fluent Readers:Read what is on the page accurately most of
the time.Vary the speed of their reading according to
their purpose and the difficulty of the text.Make oral reading interesting by reading
with expression, phrasing, and smoothness.Retell what they read remembering
important ideas.
Define explicitly the “characteristics” of fluent reading for students.
Demonstration/ModelingDemonstration/ModelingThrough read-alouds teachers should
show the differences between:
Accurate Reading vs. Inaccurate Reading
Appropriate Speed vs. Inappropriate Speeds
Smoothness vs. Hesitating, Halting
Expressive vs. MonotoneAppropriate Phrasing vs. Word-
by-Word
Guided PracticeGuided Practice
Choral Reading Unison Echo Line-by-line
Repeated Readings
Have children read from the same text.
Have them start reading orally. After 3 minutes, say “Stop.” Have them mark last word they
read. Repeat Children should read further
down the pagewith each repeated reading.
Supported and/or Recorded Supported and/or Recorded PracticePracticePaired Reading
Cassette Recording
Read along with the CD
PerformancePerformance
Reader’s Theater
Radio Reading
Read Arounds