reading fluency as a diagnostic and pedagogical index jack s. damico, ph. d. the university of...
TRANSCRIPT
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Reading Fluency as a Diagnostic and
Pedagogical Index
Jack S. Damico, Ph. D.
The University of Louisiana at Lafayette
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FLUENCY
• “The ability to read a text quickly, accurately, and with proper expression” (NRP, 2000)
• “The ability to read expressively, meaningfully, with appropriate phrasing, and with appropriate speed” (Rasinski & Padak, 2001)
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FLUENCY
Parameters often cited for Fluency• Speed (words per minute, reading rate)
• Accuracy (word recognition, decoding)
• Phrasing (words per phrase group, intonation, reading with punctuation)
• Smoothness (hesitations, false starts, repetitions)
• Pace (even rate, conversational, degree of labor)
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Demonstration One
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FLUENCY
• Considered either a component or a dimension of literacy
• The terms tend to refer to different conceptualizations of literacy
• Component Skill or Emergent Dimension
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Component Skill
• Separate from other components• One of the component categories often
cited • phonemic awareness• Phonics• Word recognition• Fluency• Comprehension
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Component Skill
• Bridge between word recognition/comprehension– Achieve accuracy in word recognition
– Achieve automaticity in word recognition
– Achieve syntactic awareness
• “As students become more fluent, their word recognition improves and so does their comprehension” (Rasinski, 2003)
• The neglected Goal of the reading program (Allington)
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Emergent Dimension
• Fluency is an epiphenomenal result of the comprehensibility derived from the process of reading.
• It is an indication of the degree of comprehension during reading.
• Comprehension itself is a product of an interaction between the incoming data received from the text(s), the background information brought to the task by the reader, and the readers meaning making capacities.
• Fluency is an emergent product of the reader’s ongoing comprehension of the text.
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Emergent Dimension
As an emergent property of comprehensibility…• Fluency is not a separate component skill but, rather, a
dimension of the meaningfulness of reading
• It serves as an index of the degree of ongoing comprehension present
• Perkins (2002) has discussed this phenomenon in terms of many different “pragmatic behaviors” in other forms of meaning making like speech, conversation, learning, and various compensatory behaviors in struggling meaning
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Questions:
• What conceptualization of Fluency works best for our Struggling Readers
• What are some of the implications of the obtained response?
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• Based on research from our authentic working laboratory at the University of Louisiana at Lafayette
The University of Louisiana at Lafayette Summer Language and Literacy Project
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In our previous research, on literacy in struggling readers
• Efficacy of Meaning-based intervention with Dyslexic and Language Disordered Students
• Patterns of Literacy Development in LD Students (Nelson)
• Impact of Mixed Literacy Instruction• Occurrence of Avoidance Strategies During Reading• Lack of Efficacy of Phonemic Awareness Instruction• Impact of Literacy Problems on Students and their
Families
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Undertook Several Qualitative Projects/Studies
• Collected Data across 19 LD/Dyslexic Students• Collected data over three summer sessions• Employed videotape analyses• Employed participant observation• Employed various reading recording analyses• Used Several specific treatment paradigms• Analyzed both pedagogical and assessment
data
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Overall Current Result
Based upon our Work, Fluency operates more as an Emergent Dimension than a Component Skill
This has very specific Implications
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Our Recent Data with Struggling Readers
• High correlation with familiar text• High correlation with high Quality miscue production • High correlation with effective retellings • High correlation with Plausible prediction Consistent
(average) increase in fluency just after intervention effect – 18/19 participants– increase (counted parameters)– increase (rating scale increase by “blind” raters)
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Our Recent Data with Struggling Readers
• Greater consistent increase in fluency after “weaving in meaning” rather than “non-meaningful content.
• The actual parameters focused on are crucial– Phrasing in terms of number of words and
smoothness in beginning readers– Intonation and reading with punctuation in
later readers
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Demonstration Two
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Fluency as an Emergent Dimension
• Excellent consistency with those who see it as an emergent dimension– Clay– Pinnell– Routman– Smith – Goodman– Weaver
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Fluency as an Emergent Dimension
• Fluency Associated with overall proficiency
• Lack of Fluency a significant factor among struggling readers
• A generally reliable predictor of reading comprehension in early grades
• A focus on meaningfulness is the best way to achieve fluency
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Practical Implications
• Fluency should be viewed as an emergent phenomenon not as a component skill
• It has diagnostic value in discerning comprehension
• It has pedagogical value in employing an intervention at sites of fluency reduction
• Increases the efficiency and effectiveness of intervention efforts
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Literacy Assessment and Performance Monitoring
• Only Assess Authentic Literacy data
• All Cueing systems are available during the reading or writing
• The reading or writing is for real purposes.
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OBSERVING ACTUAL READING
• Level of Continuous Phrasing• Smoothness• Appropriate Intonation• Reading with Punctuation• Check for Change in Fluency• Check for “Shadowing”• Check for Low Quality Miscues
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Literacy Pedagogy and Intervention
• Focus should be on authentic reading of meaningful texts for authentic purposes
• Focus on the change in fluency as an index of when to intervene during authentic reading
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Literacy Pedagogy and Intervention
• When using documented strategies to increase fluency, recognize the force of meaningfulness – Model Fluency– Repeated Readings– Practice with familiar Texts– Poetry rereads– Readers Theater– Repertory Groups– Paired Reading– Fluency Development Lesson
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Literacy Pedagogy and Intervention
• Recognize that meaning and comprehension is the crucial variable
• Keep this in mind with – Materials
– Activities
– Motivations
– Techniques
• Beware the Pedagogical or Curricular Fallacy
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SHARED READING
• Any rewarding reading experience in which the learner – or group of learners:– Sees the text– Observes a more competent reader
reading it with fluency and expression
– and is invited to read along.
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SHARED READING
• This is the mediational frame where most of the real “action” in working on literacy occurs.
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SHARED READING: General Points
• Children are not risk-takers so you should mediate to make the task safer.
• Materials make a great difference– Familiar v. Unfamiliar– Genres– Narrative v. Expository
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If Meaningfulness is so crucial, how do we Weave it in?
• Through engaging Read Alouds
• There are a number of excellent strategies during Shared Reading
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SHARED READING: Weaving in Meaning
• MODELING
• Read or re-read yourself
• Intermediate Synopsis
• Intermittent Summaries
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SHARED READING: Weaving in Meaning
• Foreshadowing
• Overt Predication
• Imagery or Visualization
• Suggest the child “read it like the character”
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SHARED READING: Weaving in Meaning
• Meta-literacy statements
• Have the child re-read what has just been read (for authentic reasons)
• Use restatement
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Demonstration Three
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Summary
• Fluency should be viewed as an Emergent Dimension
• There are specific Diagnostic and Pedagogical Implications
• Systematic Observation and Qualitative Research can provide some illumination on these matters
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Contact Information
Jack S. Damico
Doris B. Hawthorne Center
The University of Louisiana at Lafayette
337-482-6721