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Automaticity And Fluency With Automaticity And Fluency With Connected Text: Connected Text: Planning for InstructionPlanning for Instruction
Beth Harn, Ph.D. Beth Harn, Ph.D. [email protected]@uoregon.edu University of OregonUniversity of Oregon
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Content DevelopmentContent Development
Content developed by:
Edward J. Kame’enui, Ph. D. Deborah C. Simmons, Ph. D.Professor, College of Education Professor, College of Education & HumanUniversity of Oregon Development
Texas A & M University
Beth Harn, Ph. D. Sarah Mc Donagh, Ph. D.College of Education Western Regional Reading First University of Oregon Technical Assistance Center
University of Oregon
Prepared by:
Patrick Kennedy-PaineUniversity of Oregon
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AcknowledgmentsAcknowledgments
U.S. Department of Education, Office of
Special Education Programs
Institute for the Development of Educational
Achievement, College of Education, University of
Oregon
Dr. Sharon Vaughn, University of Texas at
Austin, Texas Center for Reading and Language
Arts website: http://www.texasreading.org/utcrla/
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CopyrightCopyright
All materials are copy written and should
not be reproduced or used without
expressed permission of Dr. Edward J.
Kame’enui or Dr. Deborah C. Simmons.
Selected slides were reproduced from
other sources and original references cited.
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Session ObjectivesSession Objectives
The objectives of today’s session are to:
1. Define automaticity and fluency, and identify the components of reading fluency.
2. Identify what the research tells us about the importance of fluency and effective fluency instruction.
3. Determine how to assess automaticity and fluency development and establish the need for fluency building.
4. Plan for automaticity and fluency instruction in the classroom. Select and sequence letter-sounds, words and text to
enhance oral reading fluency.
Set appropriate fluency goals.
Select and deliver instructional strategies to promote automaticity and fluency in letter sounds, irregular word reading and passage reading.
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Fluency with the Connected Text:
“The ability to read connected text rapidly, smoothly,
effortlessly, and automatically with little attention to the
mechanics of reading such as decoding”
(Meyer & Felton, 1999, p. 284)
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Principal components of reading fluency:
Accuracy in decoding (sounds, digraphs, dipthongs, etc.)
Automaticity in word recognition (whole word reading)
Appropriate use of prosodic cues (reading inflection)
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DefinitionsDefinitions
Automaticity: The ability to translate letters-to-sounds-to-words fluently, effortlessly. LaBerge and Samuels (1974) described the fluent reader as "one whose decoding process are automatic, requiring no conscious attention" (cited in Juel, 1991, p. 760). Such capacity enables readers to allocate their attention to the comprehension and meaning of text.
Fluency: The combination of accuracy and speed in reading connected text. Fluency in oral reading includes additional dimensions involving the "quality" of oral reading including intonation and expression.
Passage Reading: Structured activity in which students read stories or connected text designed to provide practice and application of decoding and comprehension skills. Passage reading provides students the practice to become accurate and fluent.
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Session ObjectivesSession Objectives
The objectives of today’s session are to:
1. Define automaticity and fluency, and identify the components of reading fluency.
2. Identify what the research tells us about the importance of fluency and effective fluency instruction.
3. Determine how to assess automaticity and fluency development and establish the need for fluency building.
4. Plan for automaticity and fluency instruction in the classroom.
Select and sequence letter-sounds, words and text to enhance oral reading fluency.
Set appropriate fluency goals.
Select and deliver instructional strategies to promote automaticity and fluency in letter sounds, irregular word reading and passage reading.
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Fluency “may be almost a necessary condition for good comprehension and enjoyable reading experiences” (Nathan & Stanovich, 1991, pg. 176).
If a reader has to spend too much time and energy figuring out what the words are, she will be unable to concentrate on what the words mean (Coyne, Kame’enui, & Simmons, 2001).
Why Fluency is Important?Why Fluency is Important?
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Fluent readers: Focus their attention on
understanding the text Synchronize skills of
decoding, vocabulary, and comprehension
Read with speed and accuracy
Interpret text and make connections between the ideas in the text
Nonfluent readers: Focus attention on
decoding Alter attention to
accessing the meaning of individual words
Make frequent word reading errors
Have few cognitive resources left to comprehend
What the Research Says About FluencyWhat the Research Says About Fluency
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Successful readers... rely primarily on the letters in the word rather
than context or pictures to identify familiar and unfamiliar words.
process virtually every word they read. use letter-sound correspondences to identify
words. have a reliable strategy for decoding words. read words numerous times to build instant
recognition.
What the Research Says About FluencyWhat the Research Says About Fluency
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Accurate and efficient skills in: Letter-sound correspondences (alphabetic
understanding) Blending sounds to form words (alphabetic
principle) Word identification (regular and irregular) Word knowledge or vocabulary Comprehension monitoring
What Skills Does Fluency Include?What Skills Does Fluency Include?
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FrustrationFrustration: How it Feels to Read Without : How it Feels to Read Without FluencyFluency
He had never seen dogs fight as these w______ish c___ f______t,
and his first ex________ t______t him an unf________able l______n.
It is true, it was a vi___ ex________, else he would not have lived to
pr___it by it. Curly was the v________. They were camped near the
log store, where she, in her friend__ way, made ad________ to a
husky dog the size of a full-_______ wolf, the_____ not half so large
as ____he. ____ere was no w___ing, only a leap in like a flash, a
met______ clip of teeth, a leap out equal__ swift, and Curly’s face
was ripped open from eye to jaw. It was the wolf manner of
fight_____, to st____ and leap away; but there was more to it than
this. Th____ or forty huskies ran _o the spot and not com_____d
that s______t circle. Buck did not com_______d that s______t
in_____, not the e__ way with which they were licking their chops.
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Corrective
Feedback
Not all children need all...
differentiate!
Relatively brief sessions (15-30
minutes)
Repeated
Readings
Keep the end in mind..
Fluency is only part of the
picture!
Critical Elements in Automaticity & Fluency with Critical Elements in Automaticity & Fluency with the Connected Textthe Connected Text
The National Reading Panel report (2000) indicates the following elements as essential in Fluency Instruction:
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Activities should involve the following:
1. Repeated reading of materials that students read
with good accuracy (>90%)
2. Regular practice at the skill (e.g., multiple times a
day/week) with short time intervals (15-30 minutes)
3. Corrective feedback from teacher/instructor
4. Ambitious goal setting
5. Graphing/charting of learner performance
6. Modifying instructional materials as student
performance warrants
Critical Elements in Automaticity & Fluency with Critical Elements in Automaticity & Fluency with Connected TextConnected Text
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Application Activity: Application Activity: Identifying SBRR in PracticeIdentifying SBRR in Practice
How and where does my program teach fluency building?
Work in small groups to examine two lessons in your reading program and evaluate its effectiveness in terms of the critical elements of automaticity and fluency with connected text instruction.
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Session ObjectivesSession Objectives
The objectives of today’s session are to:
1. Define automaticity and fluency, and identify the components of reading fluency.
2. Identify what the research tells us about the importance of fluency and effective fluency instruction.
3. Determine how to assess automaticity and fluency development and establish the need for fluency building.
4. Plan for automaticity and fluency instruction in the classroom.
Select and sequence letter-sounds, words and text to enhance oral reading fluency.
Set appropriate fluency goals.
Select and deliver instructional strategies to promote automaticity and fluency in letter sounds, irregular word reading and passage reading.
23
Each measure is designed to assess accuracy and fluency.
Accuracy: How well does the child perform the skill?
Fluency: How easily or quickly does the child perform the skill?
The best way to gather this information is to use the student booklets and examine responses to the task.
Assessing Automaticity and FluencyAssessing Automaticity and FluencyDIBELS NWF & ORFDIBELS NWF & ORF
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The DIBELS Measure Used to Assess Automaticity: NWF
Nonsense Word Fluency (NWF) for 1st Grade
How Well? 50
By When? Middle of First Grade
Interim performance predictive of the later goal:
13 in the middle of Kindergarten
Assessing Automaticity: DIBELS NWFAssessing Automaticity: DIBELS NWF
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Examine Student Booklets for Patterns How well does the child perform the skill?
Accuracy Skill
Example nonsense word “fek”
Student ResponseStudent says:
Letter sound /f/ /e/ /k/
Letter sound & blend /f/ /e/ /k/ /fek/
Word level /fek/
Assessing Automaticity: DIBELS NWFAssessing Automaticity: DIBELS NWF
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Assessing Automaticity: DIBELS NWFAssessing Automaticity: DIBELS NWF
When analyzing student performance, look for patterns of performance: Words or sounds Correct?
Specific sounds correct (e.g. stop vs. continuous), blends, words that begin with continuous sound, vowels, etc.
Pattern of Errors? Specific sounds (e.g., stop vs. continuous),
substitutions, omission, errors involving vowels. Make sure to rule out articulation, hearing
difficulties, or simply having a bad minute!
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How easily and quickly does the child perform the skill? How many nonsense words were attempted?
A score of 50 letter-sounds per minute involving 20 words is an indication of a whole word strategy.
A score of 50 letter-sounds per minute involving 12 words is an indication of a sounding out strategy.
How many errors did the student make? Determine accuracy by dividing the number of letter-sounds
read correct by total letter-sounds read.
33 correct / 52 total attempted = 63% accuracy
Assessing Automaticity: DIBELS NWFAssessing Automaticity: DIBELS NWF
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Examine Student Booklets for Patterns How well does the child perform the skill?
Accuracy Fluency
General performance patterns: Not Accurate: student makes many letter-sound/nonsense word
reading errors or is prompted by the examiner to move on to additional items.
Accurate but Slow: student reads letter-sounds/nonsense words with over 90% accuracy; however, many hesitations, repetitions and slow pace.
Fast but Not Accurate: student is fast but makes many letter-sound/nonsense word reading substitution errors.
Fluent Reading: student reads letter-sound/nonsense words with good speed and accuracy.
Assessing Automaticity: DIBELS NWFAssessing Automaticity: DIBELS NWF
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What is Frank’s knowledge of the alphabetic principle? Inconsistent on letter-sounds Does not blend any sounds
together How accurately can Frank
perform the skill? 70% accuracy
Readiness for automaticity instruction? Focus on accuracy
instruction Develop automaticity with
known letter-sounds Instructional implication?
He is in need of intensive intervention to meet the end of year goal of being a reader.
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Assessing Automaticity: DIBELS NWFAssessing Automaticity: DIBELS NWFFrankFrank
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What is Tanya’s knowledge of the alphabetic principle? Accurately produces all letter
sounds Consistently blends sounds
together to read the word How accurately can Tanya
perform the skill? 100% accuracy
Readiness for automaticity instruction? Not required at the letter-sound
level Develop automaticity with
known words: regular and irregular
Provide opportunities for connected text reading
Instructional implication? Has met mid year benchmark. Move to instruction on
connected text reading.
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Assessing Automaticity: DIBELS NWFAssessing Automaticity: DIBELS NWFTanyaTanya
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Application ActivityApplication Activity
Work in small groups to complete two
additional NWF case scenarios. In doing
so, please determine the instructional
implications for each case.
Is letter-sound and word reading automaticity an
appropriate target for instruction for these students?
Why or why not?
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Assessing Fluency: DIBELS ORFAssessing Fluency: DIBELS ORF
DIBELS Measure Used to Assess Fluency:
Oral Reading Fluency (ORF) at the middle of the year. Interim or progressive benchmarks by grade:
1st: 20 Correct words per minute 2nd: 68 Correct words per minute 3rd: 92 Correct words per minute
33
Examine Student Booklets for Patterns
How well does the child perform the skill? Accuracy Fluency
General reading patterns: Not Accurate: student makes many word reading errors or is
provided words after the 3-second wait. Accurate but Slow: student reads words with over 90%
accuracy; however, many hesitations and repetitions. Fast but Not Accurate: student is fast but makes many word
reading or word substitution errors. Fluent Reading: student reads with good speed and accuracy.
Assessing Fluency: DIBELS ORFAssessing Fluency: DIBELS ORF
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When analyzing student performance, look for patterns:
Specific word types, sight words, or other words read correctly and incorrectly.
Hesitations, self-corrections, repetitions
Rule out articulation, hearing difficulties, or having a bad minute!
Assessing Fluency: DIBELS ORFAssessing Fluency: DIBELS ORF
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How easily and quickly does the child perform the skill? How many words did the student read
correctly? How many errors did the student make?
Determine accuracy of reading by dividing the number of words read correct by total words read. 45 words correct / 57 total words = 79%
accurate
Assessing Fluency: DIBELS ORFAssessing Fluency: DIBELS ORF
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How well is Terry reading? Accurate but slow
How accurately can he perform the skill? 92%!
Readiness for fluency instruction? Fluency building and
sight word instruction may be appropriate
Assessing Fluency: DIBELS ORF Assessing Fluency: DIBELS ORF TerryTerry
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How well is Dan reading? Making many word reading errors. Reads at a slow pace.
How accurately can he perform the skill? 70%
How easily can he perform the skill? Labored approach
Readiness for fluency instruction? Intensive instruction in decoding,
irregular word reading, and advanced word reading.
Check alphabetic principle skills with NWF. Automaticity instruction may be appropriate but with reading materials he can read accurately.
Assessing Fluency: DIBELS ORF Assessing Fluency: DIBELS ORF DanDan
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Application ActivityApplication Activity
Work in small groups to complete two
additional ORF case scenarios to determine
instructional implications.
Is connected text fluency instruction an appropriate
target for instruction for these students? Why or
why not?
39
Application ActivityApplication ActivityUsing Your Data to Plan for InstructionUsing Your Data to Plan for Instruction
Examine the Winter DIBELS benchmark booklets for each of your students. Complete the following steps for each student probe on the provided worksheet:
1. Select measure to examine for whole class (NWF or ORF)
2. Identify error patterns: specific sounds (e.g., stop vs. continuous), substitutions, omission, hesitations, vowels, word types, sight words, decoding strategies etc.
3. Calculate fluency score and accuracy score.4. Determine instructional implication
Is the score in the Low Risk, Some Risk or At Risk range? (see progressive benchmarks on slides 39 & 40)
Is the performance: Not Accurate, Accurate but Slow, Fast but Not Accurate, or Fluent
Determine whether automaticity/fluency instruction is appropriate
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Beginning Middle End
Measure Score Status Score Status Score Status
LNF< 25
25-36≥ 37
At riskSome riskLow risk
PSF< 10
10-34≥ 35
DeficitEmergingEstablished
< 1010-34≥ 35
DeficitEmergingEstablished
< 1010-34≥ 35
DeficitEmergingEstablished
NWF< 1313-23≥ 24
At riskSome riskLow risk
< 2930-49≥50
DeficitEmergingEstablished
< 2930-49≥ 50
DeficitEmergingEstablished
ORF< 7
8-19≥ 20
At riskSome riskLow risk
< 1920-39≥ 40
At riskSome riskLow risk
First Grade Measures
Progressive BenchmarksProgressive BenchmarksIs the Student On-Track to Meet End-of-Year Goal?Is the Student On-Track to Meet End-of-Year Goal?
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Beginning Middle End
Measure Score Status Score Status Score Status
2nd Grade
ORF
< 2626-43≥ 44
At riskSome riskLow risk
< 5252-67≥ 68
At riskSome riskLow risk
< 7070-89≥ 90
At riskSome riskLow risk
3rd Grade ORF
< 5353-76≥ 77
At riskSome riskLow risk
< 6767-91≥ 92
At riskSome riskLow risk
< 7980-109≥ 110
At riskSome riskLow risk
2nd & 3rd Grade ORF Scores
Progressive BenchmarksProgressive BenchmarksIs the Student On-Track to Meet End-of-Year Goal?Is the Student On-Track to Meet End-of-Year Goal?
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Session ObjectivesSession Objectives
The objectives of today’s session are to:
1. Define automaticity and fluency, and identify the components of reading fluency.
2. Identify what the research tells us about the importance of fluency and effective fluency instruction.
3. Determine how to assess automaticity and fluency development and establish the need for fluency building.
4. Plan for automaticity and fluency instruction in the classroom:
Select and sequence letter-sounds, words and text to enhance oral reading fluency.
Set appropriate fluency goals.
Select and deliver instructional strategies to promote automaticity and fluency in letter sounds, irregular word reading and passage reading.
43
Automaticity with connected text involves instruction in building automaticity at the
sound or word level
Fluency with connected text involves instruction in
building fluency within and between sentences
“Fluency may be almost a necessary condition for good comprehension and enjoyable
reading experiences.” (Nathan & Stanovich, 1991)
Instructional Components for Automaticity and Instructional Components for Automaticity and Fluency with Connected TextFluency with Connected Text
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Determining Readiness for Automaticity Determining Readiness for Automaticity InstructionInstruction
Students are ready to practice developing automaticity with letter-sounds, regular and irregular words when
they can accurately identify some:
letter-sounds, regular words, and irregular words
Or when their DIBELS data indicates necessity
45
Guidelines for Selecting Letter-Sounds Guidelines for Selecting Letter-Sounds and Words for Automaticity Instructionand Words for Automaticity Instruction
Select letter-sounds and words based on priority and utility (frequently occurring and used in text reading).
Select letter-sounds and words (both regular and irregular) students are able to identify accurately. Provide additional accuracy instruction on letter-sounds and words not identified accurately.
Separate highly similar examples: auditory (b, d) and visual (v, w) on early practice.
Begin letter-sound instruction with lower case letters and move to upper case letters as students demonstrate fluency.
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Automaticity Instruction: Lesson Design Automaticity Instruction: Lesson Design ConsiderationsConsiderations
Include multiple examples of each letter sound/word in the practice set.
Provide two to three short practice opportunities per day.
Systematically decrease thin time for answering (3 - 2 – 1 second). Students should be able to respond to each letter-sound/word within one second.
Remove letter-sounds/words students identified accurately and automatically for 2 consecutive weeks.
Review errors from previous lessons and provide continued practice with sounds/words students find difficult.
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Setting Goals for Automaticity InstructionSetting Goals for Automaticity Instruction
2 approaches to setting automaticity goals:
Program provided
A final response rate of 1.5 sounds/words per second is considered an adequate minimum response time enabling transfer to reading comprehension
(Levy, Abello, & Lysynchuk, 1997)
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Selecting and Implementing Instructional Selecting and Implementing Instructional Strategies for Automaticity InstructionStrategies for Automaticity Instruction
Implement the strategies provided in the core reading program. Determine: if the strategies in the core are appropriate as is. if the strategies in the core require enhancement.
Will the students require additional activities/games outside of the core to provide practice and review?
Will the students require a supplemental or intervention automaticity program?
49
Letter-Sound Automaticity Example:Letter-Sound Automaticity Example:The 1 Minute DashThe 1 Minute Dash
1. Identify a set of letter sounds students can correctly identify.
2. Include multiple cards of each letter in the set. 3. Set a goal (i.e., 30 letter sounds correct). 4. Do a 1-minute small-group practice. Position cards so
all can see. 5. Start the stop watch. 6. Present the first letter so that all students answer
together. 7. Provide quick corrective feedback on errors. 8. Continue presenting letters adjusting the pace of
presentation systematically. 9. Letter-sounds correctly identified go in one pile. 10. Place errors in a second pile. 11. At the end of 1 minute, tally the number correct. 12. Review errors and repeat activity for again.
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Word Reading Automaticity Examples
1. Paired peer practice. Pair a higher performer with a child who needs fluency practice. Use similar procedures as in 1-Minute Dash. Each child may use his/her set of known but not fluent words.
2. Word recognition grid. Prepare a 5x5 grid of 5 words students know but need to build automaticity. One word per row randomly ordered. Include a short review of words. Then, do a timed recall of the words.
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which around because goes many
because many which around the
goes which many around because
many because which goes around
which around many which goes
Word Reading Example: 5 x 5 Grid
(Modification of Region XIII Texas Educational Service Center)
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Determining Readiness for Connected Text Determining Readiness for Connected Text Fluency InstructionFluency Instruction
Students are ready to practice developing fluency in connected text when they can:
rapidly identify letter-sounds, regular words, irregular words, and read sentences.
accurately read instructional level connected text.
correctly read 30-40 words in one minute.
Or when their DIBELS data indicates readiness.
53
Guidelines for Planning for Fluency Guidelines for Planning for Fluency InstructionInstruction
Select passages students can read with 90-95% accuracy.
Schedule repeated opportunities for students to hear models of fluent reading and/or practice the passage.
Set goals for students to improve their fluency.
Aim to reduce the time and number of errors.
Incorporate reading with expression once students reach 60 words correct per minute on grade level passages.
Gradually move from oral to silent reading.
54
Setting GoalsSetting Goals
3 approaches to setting fluency goals:
Program provided
30% beyond cold reading
Grade level norms (DIBELS Progressive Benchmarks)
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• Identify starting words correct per minute (e.g., 30 wcpm minute).
• Identify end of year grade level target (e.g., 90 wcpm)
• Subtract current wcpm from target & determine whether this is a realistic target (i.e., 60 wcpm is highly ambitious).
• Set goal and define weekly learning targets (i.e., amount of growth/number of instructional weeks).
• Monitor progress over time.
Set Ambitious Goals
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Number ofWords per WeekMinimum MaximumStudentsImprovementProgressProgressGrade 1192.10.354.97Grade 2251.46.714.00Grade 3141.08.432.43Grade 416.84.471.41Grade 520.49.041.12Grade 623.32-.22.97
Oral Reading Fluency Weekly Progress Data
Fuchs, Fuchs, Hamlett, Walz, & Germann (1993).
ORF Growth Rates Based on Increased ORF Growth Rates Based on Increased Instructional SupportsInstructional Supports
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Selecting and Implementing Instructional Selecting and Implementing Instructional Strategies for Fluency InstructionStrategies for Fluency Instruction
Implement the strategies provided in the core reading program. Determine: if the strategies in the core are appropriate as is. if the strategies in the core require enhancement.
Will the students require additional activities/games outside of the core to provide practice and review?
Will the students require a supplemental or intervention fluency program?
58
Connected Text Fluency Instructional Strategies
Previewing Whole group
Repeated Reading Strategies Small Group: choral reading Individual: repeated reading Small Group: partner reading
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Connected Text Fluency Instructional Strategy: Previewing StrategiesPreviewing Strategies
Increasing the likelihood of students reading with good accuracy and rate Can be used in both reading and content area (i.e., social
studies, science, etc.) instruction
Preview text and prime background knowledge Teach students to preview text and make predictions
about the text before reading Teacher should model strategies by doing a “think aloud”
procedure (“Look at the title, pictures, …”)
After preview, teach students to think about what they already know about the topic and what more they would like to learn Teacher should provide a model of effective strategies for
prediction (“I think this story will be about…”
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Connected Text Fluency Instructional Strategy: Previewing StrategiesPreviewing Strategies
Preteach words that are difficult to read and understand:
Identify words that will be barriers to student independent reading (e.g., content, vocabulary, etc.)
Teach difficult words prior to reading within text
Irregular words
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1. Not a replacement for beginning reading instruction.
2. Not intended to constitute the reading curriculum.
3. A short duration, frequently scheduled procedure to increase oral reading fluency.
(modified from Hasbrouck, 1998)
Connected Text Fluency Instructional Strategy: Repeated Reading
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Connected Text Fluency Instructional Strategy: Repeated Reading
Research has demonstrated that repeated reading strategies:
Significantly increases reading rate, accuracy, and comprehension
Works with older students as well as elementary children
Fosters fluent word recognition through multiple exposures to words
Encourages rapid decoding and permits greater attention to understanding the text
Provides children an opportunity to orally read at a more fluent level then typical reading instruction allows
63
1. Fixed-timed readings (1 minute) in which student reads the same text repeatedly (e.g., 3 times).
2. Fixed-passage readings (e.g., 100 words) in which student calculates the time it takes to read the same 100 words on successive trials.
3. Tape-recorded repeated readings.
4. Peer preview.
5. Partner reading.
(modified from Hasbrouck, 1998)
Connected Text Fluency Instructional StrategyRepeated Reading Methods
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Connected Text Fluency Instructional StrategySmall Group Strategy: Small Group Strategy: Repeated Choral ReadingRepeated Choral Reading
The 3-Step Process1. Teacher Reads2. Teacher and Students
Read Together3. Students Read
To further increase fluency, prior to reading: Pre-teach difficult words (irregular, vocabulary and
decoding) Preview text and make predictions Carefully select text that students
will be successful at reading (>90%)Adapted from: http://www.texasreading.org/tcrla/publications/publications.htm
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Repeated Choral ReadingRepeated Choral Reading:: Expanded Steps Expanded Steps
Teacher reads: Read the passage, modeling good fluency and expression and running your finger underneath the words. The students follow along as the teacher reads. Keep a steady pace – Chunk the material length Teacher can strategically pause to ensure all are actively reading
along
Students and teacher read: After hearing the teacher read, the students read the passage with the teacher running finger smoothly under the words being read. Teacher monitors to correct errors and provide feedback
Students read: The students read the passage with the teacher monitoring and providing feedback. Correcting errors Modeling/Monitoring comprehension by pausing to ask questions
or making predictionsAdapted from: http://www.texasreading.org/tcrla/publications/publications.htm
66
Connected Text Fluency Instructional StrategyConnected Text Fluency Instructional StrategyIndividual Strategy: Individual Strategy: Repeated ReadingRepeated Reading
For individual students needing to increase reading fluency use the following steps:
1. Identify short reading passages (approx. 150 words) students can read with >90% accuracy
2. Have student read for 1-minute as quickly and accurately as possible and determine words correct per minute (cold reading)
3. Identify and mark a target rate approximately 30% faster than cold reading
4. Have student independently reread passage with timer until they obtain target rate
5. Teacher repeats step 2 to determine if goal was determined
6. Graph progress
(Adapted from Howell & Nolet, 2001)
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Example of Repeated Reading StepsExample of Repeated Reading Steps
1. Identify passages student can read with high accuracy
2. Collect cold reading cwpm
3. Determine 30% increase wpm and mark
4. Student practices reading outloud with timer to reach goal
5. Teacher does hot timing again
6. Monitor and graph progress
68
Ensuring Progress Toward the Benchmark Ensuring Progress Toward the Benchmark PerformancePerformance
Johnny's Reading Progress
0
10
20
30
40
50
60
70
80
90
100
Nov. 3 Nov. 10 Nov. 17 Nov. 24 Dec. 1 Dec. 9 Dec. 17 Dec. 22 Jan. 6 Jan. 14 Jan. 21
Dates of Progress Monitoring
Words Read Correctly
Goal: Johnny wll read 60 WRC per minute on 2nd Grade material by February 1
Fluency building instruction implemented
69
Connected Text Fluency Instructional StrategyConnected Text Fluency Instructional StrategySmall Group Strategy: Small Group Strategy: Partner ReadingPartner Reading
Time spent orally reading is a good predictor of later reading achievement Peer/partner reading is a simple method to provide children
more opportunities to read and receive feedback on their reading
Students enjoy the approach Effective at building student fluency in reading Provides children a highly structured and engaged
instructional reading opportunity There are a variety of strategies/programs available:
Classwide Peer Tutoring (CWPT) Peer Assisted Learning Strategies (PALS) Reciprocal Peer Tutoring (RPT)
Each program has similar components
70
Common Components Across Common Components Across Partner/Peer TutoringPartner/Peer Tutoring Approaches Approaches
Incorporated within the regular part of the reading program Completed 2-5 times a week
Careful selection of reading materials Students must be trained on steps of
approach Performance pairing of students Active reading Progress monitoring of all students to adjust
pairing as necessary
71
It is not necessary for the highest skilled readers to work with the students of greatest need. When pairing students consider the following:
• Rank order students according to reading fluency. • Split the rank ordered list into the top and bottom halves. • Pair the top ranked student in the upper half with the top ranked
student in the lower half (i.e., #1 with # 13 if class has 26 students). See Teacher Reports!
• Adjust pairings according to “personality” issues.• Maintain pairs approximately 4 weeks.
(Modified from Hasbrouck, 1998)
Guidelines for Pairing Students in Partner Reading
72
1. Teacher needs to select appropriate reading material for lower skilled student to be successful in reading.• Create a folder for students including passages and
graphs for each student• Determine the length of time for the activity and lead
the group to keep pace brisk2. Teacher needs to model steps of partner reading.3. The higher performing reader reads first as a model.4. Both students should have an opportunity to lead the
reading (coaches and players)5. Teacher should monitor the group in the activity and
reinforce for appropriate behavior.6. At the end of the activity, have both students summarize
what they just read (e.g., retell, main ideas, characters, etc.).
7. Periodic progress monitoring to ensure progress and to readjust pairs.
Guidelines for Partner Reading Activities
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How Will I Use this Information In MyHow Will I Use this Information In MyClassroom Next Week?Classroom Next Week?
Which students in my class need fluency building (see worksheet)?
Which strategy or approach will I use? Is it within the core, additional strategies, enhancing the core, or a supplemental program?
What are possible roadblocks and steps
I need to take to make this instructional time happen (i.e. materials, scheduling, etc.)?