the fluency to comprehension connection joseph k. torgesen

The Fluency to The Fluency to Comprehension ConnectionComprehension Connection

Joseph K. TorgesenJoseph K. Torgesen

Florida State University and the Eastern Florida State University and the Eastern Regional Reading First Technical Assistance Regional Reading First Technical Assistance

CenterCenter

Iowa Reading First, December, 2005Iowa Reading First, December, 2005

Examine the relationship between reading fluency and Examine the relationship between reading fluency and reading comprehension by focusing on three reading comprehension by focusing on three questions:questions:

1. How useful are measures of reading fluency in identifying 1. How useful are measures of reading fluency in identifying students who are “at risk” for performing below grade level students who are “at risk” for performing below grade level on measures of reading comprehension?on measures of reading comprehension?

2. What is the 2. What is the causal connectioncausal connection between reading fluency and between reading fluency and reading comprehension? reading comprehension?

3. What advice can we give to teachers about effective ways 3. What advice can we give to teachers about effective ways to increase reading fluency so that students scores on to increase reading fluency so that students scores on measures of reading comprehension are likely to improve measures of reading comprehension are likely to improve as a result?as a result?

What evidence do we have that there is a causal What evidence do we have that there is a causal connection?connection?

What mechanisms or skills mediate that connection?What mechanisms or skills mediate that connection?

Why is it important for us all to acquire more knowledge Why is it important for us all to acquire more knowledge and understanding about these questions? and understanding about these questions?

1. Measures of reading fluency are being used in a very 1. Measures of reading fluency are being used in a very large number of states in Reading First as one of the large number of states in Reading First as one of the primary indicators of early reading growth. primary indicators of early reading growth.

2. Reading Fluency has been identified as one of the five 2. Reading Fluency has been identified as one of the five major components of reading growth that should be the major components of reading growth that should be the focus of instruction and assessment in grades K-3 focus of instruction and assessment in grades K-3

3. Many programs are currently being promoted and used 3. Many programs are currently being promoted and used for the specific purpose of increasing reading fluency—for the specific purpose of increasing reading fluency—and the goal of these programs is not just to increase and the goal of these programs is not just to increase reading fluency, but also to increase students ability to reading fluency, but also to increase students ability to comprehend complex text. comprehend complex text.

Examine the relationship between reading fluency and Examine the relationship between reading fluency and reading comprehension with a view toward more fully reading comprehension with a view toward more fully understanding the answers to three questions:understanding the answers to three questions:




What evidence do we have that there is a causal What evidence do we have that there is a causal connection?connection?What mechanisms or skills mediate that connection?What mechanisms or skills mediate that connection?

The most common way of assessing reading fluency is The most common way of assessing reading fluency is to ask students to read a passage of grade level text to ask students to read a passage of grade level text orally and count the number of words the student reads orally and count the number of words the student reads correctly in a defined period of time. correctly in a defined period of time.

Provides a reliable assessment of fluencyProvides a reliable assessment of fluencyone passage – in low .90’sone passage – in low .90’sthree passages with median – mid to high .90’sthree passages with median – mid to high .90’s

The time period for assessment is typically one The time period for assessment is typically one minute.minute.

Oral reading fluency shows steady growth as children Oral reading fluency shows steady growth as children acquire reading skills during 1acquire reading skills during 1stst through 3 through 3rdrd grade grade

20

30

40

50

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60

70

80

90

100

1st Grade 2nd Grade 3rd Grade

W S F W S F W S

110

120

Correct Words per Minute on Grade Level Text

Good, Wallin, Simmons, Kame’enui, & Kaminski, 2002

45 WPM

33 WPM

27 WPM

The most common way of assessing reading fluency is The most common way of assessing reading fluency is to ask students to read a passage of grade level text to ask students to read a passage of grade level text orally and count the number of words the student reads orally and count the number of words the student reads correctly in a defined period of time.correctly in a defined period of time.

Provides a reliable assessment of fluencyProvides a reliable assessment of fluencyone passage – in low .90’sone passage – in low .90’sthree passages with median – mid to high .90’sthree passages with median – mid to high .90’s

The time period for assessment is typically one The time period for assessment is typically one minute.minute.

Oral reading fluency shows steady growth as children Oral reading fluency shows steady growth as children acquire reading skills during 1acquire reading skills during 1stst through 3 through 3rdrd grade grade

Oral reading fluency measures are strongly related to Oral reading fluency measures are strongly related to reading comprehension in grades 1,2, 3reading comprehension in grades 1,2, 3

Correlations range from about .50 to .90, with Correlations range from about .50 to .90, with most falling around .70. most falling around .70.

The strength of the relationship depends The strength of the relationship depends upon such things as:upon such things as:

The measure of reading comprhensionThe measure of reading comprhension

N=218

R=.76

N=218

R=.56

Correlations range from about .50 to .90, with Correlations range from about .50 to .90, with most falling around .70. most falling around .70.

The strength of the relationship depends The strength of the relationship depends upon such things as:upon such things as:

The measure of reading comprhensionThe measure of reading comprhension

Age/grade level of students – r with SAT10Age/grade level of students – r with SAT10

11stst grade grade r = .79r = .7922ndnd grade grade r = .70r = .7033rdrd grade grade r = .69r = .69

These correlations indicate that performance on brief These correlations indicate that performance on brief measures of oral reading fluency is strongly measures of oral reading fluency is strongly correlated with performance on measures of reading correlated with performance on measures of reading comprehension. comprehension.

It turns out that ORF measures have high It turns out that ORF measures have high predictive utility for identifying students likely predictive utility for identifying students likely to struggle on “high stakes” or formal to struggle on “high stakes” or formal measures of reading comprehensionmeasures of reading comprehension

However, they don’t tell us directly how useful the However, they don’t tell us directly how useful the ORF measures actually are in identifying students ORF measures actually are in identifying students likely to struggle on comprehension measureslikely to struggle on comprehension measures

10

20

30

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1st Grade 2nd Grade 3rd Grade

Approximately 30,000 RF students at each grade level

12

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Teaching Reading is Urgent

Performance at the end of first grade strongly predicts performance on third grade high stakes test.

88% of students who met the end of first grade ORF goal met or exceeded Oregon’s State Benchmark Test. Similar correlations have been found for CO, IA, FL, and PA.

““the ability to read connected text rapidly, smoothly, the ability to read connected text rapidly, smoothly, effortlessly, and automatically with little conscious effortlessly, and automatically with little conscious attention to the mechanics of reading, such as attention to the mechanics of reading, such as decoding” decoding” (Meyer and Felton (1999, p. 284).(Meyer and Felton (1999, p. 284).

Some definitions of reading fluencySome definitions of reading fluency

Five common methods for identifying words in Five common methods for identifying words in text text (Ehri, 1999)(Ehri, 1999)

1. By sounding out and blending graphemes into phonemes 1. By sounding out and blending graphemes into phonemes to form recognizable words (decoding)to form recognizable words (decoding)

2. By pronouncing common spelling patters as chunks (a 2. By pronouncing common spelling patters as chunks (a more advanced form of decoding)more advanced form of decoding)

3. By retrieving words from memory. Such words are 3. By retrieving words from memory. Such words are referred to as “sight words.” Retrieval happens quickly and referred to as “sight words.” Retrieval happens quickly and effortlessly with practiceeffortlessly with practice

4. By analogizing to words already known by sight4. By analogizing to words already known by sight

5. By predicting words from context5. By predicting words from context

Five common methods for identifying words in Five common methods for identifying words in text text (Ehri, 1999)(Ehri, 1999)

1. By sounding out and blending graphemes into phonemes 1. By sounding out and blending graphemes into phonemes to form recognizable words (decoding)to form recognizable words (decoding)

2. By pronouncing common spelling patters as chunks (a 2. By pronouncing common spelling patters as chunks (a more advanced form of decoding)more advanced form of decoding)

3. By retrieving words from memory. Such words are 3. By retrieving words from memory. Such words are referred to as “sight words.” Retrieval happens quickly and referred to as “sight words.” Retrieval happens quickly and effortlessly with practiceeffortlessly with practice

4. By analogizing to words already known by sight4. By analogizing to words already known by sight

5. By predicting words from context5. By predicting words from context

Although all these methods for reading words become more Although all these methods for reading words become more fluent with practice, fluency increases most dramatically as fluent with practice, fluency increases most dramatically as more words become identifiable “by sight.”more words become identifiable “by sight.”

The Fluency Challenge…..The Fluency Challenge…..

““One of the great mysteries to challenge One of the great mysteries to challenge researchers is how people learn to read and researchers is how people learn to read and comprehend text rapidly and with ease. A large comprehend text rapidly and with ease. A large part of the explanation lies in how they learn to part of the explanation lies in how they learn to read individual words. Skilled readers are able to read individual words. Skilled readers are able to look at thousands of words and immediately look at thousands of words and immediately recognize their meanings without any effort.”recognize their meanings without any effort.”

Ehri, L. C. (2002). Phases of acquisition in learning to read words and implications Ehri, L. C. (2002). Phases of acquisition in learning to read words and implications for teaching. In R. Stainthorp and P. Tomlinson (Eds.) for teaching. In R. Stainthorp and P. Tomlinson (Eds.) Learning and teaching Learning and teaching reading.reading. London: British Journal of Educational Psychology Monograph Series II. London: British Journal of Educational Psychology Monograph Series II.

December, 3rd Grade

Correct word/minute=60

19th percentile

The Surprise PartyThe Surprise Party

My dad had his fortieth birthday last month, so my mom My dad had his fortieth birthday last month, so my mom planned a big surprise party for him. She said I could assist with planned a big surprise party for him. She said I could assist with the party but that I had to keep the party a secret. She said I the party but that I had to keep the party a secret. She said I couldn’t tell my dad because that would spoil the surprise. couldn’t tell my dad because that would spoil the surprise. I helped mom organize the guest list and write the invitations. I helped mom organize the guest list and write the invitations. I was responsible for making sure everyone was included. I also I was responsible for making sure everyone was included. I also addressed all the envelopes and put stamps and return addresses on addressed all the envelopes and put stamps and return addresses on them….. them…..

December, 3rd Grade

Correct word/minute=128

78th percentile

The Surprise PartyThe Surprise Party

My dad had his fortieth birthday last month, so my mom My dad had his fortieth birthday last month, so my mom planned a big surprise party for him. She said I could assist with planned a big surprise party for him. She said I could assist with the party but that I had to keep the party a secret. She said I the party but that I had to keep the party a secret. She said I couldn’t tell my dad because that would spoil the surprise. couldn’t tell my dad because that would spoil the surprise. I helped mom organize the guest list and write the invitations. I helped mom organize the guest list and write the invitations. I was responsible for making sure everyone was included. I also I was responsible for making sure everyone was included. I also addressed all the envelopes and put stamps and return addresses on addressed all the envelopes and put stamps and return addresses on them….. them…..

““the ability to read connected text rapidly, smoothly, the ability to read connected text rapidly, smoothly, effortlessly, and automatically with little conscious effortlessly, and automatically with little conscious attention to the mechanics of reading, such as attention to the mechanics of reading, such as decoding” decoding” (Meyer and Felton (1999, p. 284).(Meyer and Felton (1999, p. 284).

Some definitions of reading fluencySome definitions of reading fluency

““Fluency is the ability to read text quickly, Fluency is the ability to read text quickly, accurately, and with proper expression”accurately, and with proper expression”National Reading Panel, 2000National Reading Panel, 2000

““Fluency involves accurate reading at a minimal rate Fluency involves accurate reading at a minimal rate with appropriate prosodic features (expression) and with appropriate prosodic features (expression) and deep understanding” deep understanding” Hudson, Mercer, and Lane (2000, p. 16). Hudson, Mercer, and Lane (2000, p. 16).

““freedom from word recognition problems that freedom from word recognition problems that might hinder comprehension” might hinder comprehension” (Literacy Dictionary, Harris & (Literacy Dictionary, Harris &

Hodges, 1995, p. 85).Hodges, 1995, p. 85).

If comprehension is included as part of the If comprehension is included as part of the definitiondefinition of of fluency, then questions about the causal relationships fluency, then questions about the causal relationships between fluency and comprehension disappearbetween fluency and comprehension disappear

However, when we assess ORF, we do not directly However, when we assess ORF, we do not directly assess comprehension, we assess assess comprehension, we assess rate of readingrate of reading

The question we address here is whether there are The question we address here is whether there are causal relationships between the processes that causal relationships between the processes that contribute to individual differences contribute to individual differences in oral reading ratein oral reading rate and the processes that are required for good and the processes that are required for good performance on measures of reading comprehensionperformance on measures of reading comprehension

Within current reading theory, we can identify two major Within current reading theory, we can identify two major ways that individual differences in ORF (as it is ways that individual differences in ORF (as it is commonly measured) might be related commonly measured) might be related causallycausally to to individual differences in reading comprehension individual differences in reading comprehension

Efficient, or automatic, identification of words Efficient, or automatic, identification of words allowsallows the reader to focus more attention on the meaning the reader to focus more attention on the meaning of the passageof the passage

Comprehension processes themselves may Comprehension processes themselves may causecause individual differences in reading rate. These individual differences in reading rate. These comprehension processes influence both fluency and comprehension processes influence both fluency and comprehension tasks. comprehension tasks.

The idea that automatic word recognition processes The idea that automatic word recognition processes make it possible to focus more attentional resources make it possible to focus more attentional resources on comprehension was initially popularized by the on comprehension was initially popularized by the work of LaBerge and Samuals (1974)work of LaBerge and Samuals (1974)

They developed a model of reading with the concept of They developed a model of reading with the concept of automaticityautomaticity as one of its central features as one of its central features

1. A complex skill like reading requires the rapid and 1. A complex skill like reading requires the rapid and efficient coordination of many processesefficient coordination of many processes

2. If enough processes are executed automatically, then 2. If enough processes are executed automatically, then the attentional load remains within tolerable limits.the attentional load remains within tolerable limits.

3. Word identification processes are more likely to become 3. Word identification processes are more likely to become automatic than comprehension processesautomatic than comprehension processes

““In fact, the automaticity with which In fact, the automaticity with which skillful readers recognize words is the skillful readers recognize words is the key to the whole system…The reader’s key to the whole system…The reader’s attention can be focused on the attention can be focused on the meaning and message of a text only to meaning and message of a text only to the extent that it’s free from fussing the extent that it’s free from fussing with the words and letters.”with the words and letters.”

Marilyn AdamsMarilyn Adams

Why is fluency important?Why is fluency important?

Because it provides a bridge between Because it provides a bridge between word recognition and comprehension.word recognition and comprehension.

““Fluency, it seems, serves as a bridge between word Fluency, it seems, serves as a bridge between word recognition and comprehension. Because when fluent recognition and comprehension. Because when fluent readers are able to identify words readers are able to identify words accurately and accurately and automaticallyautomatically, they can focus most of their attention on , they can focus most of their attention on comprehension. comprehension.

They can make connections among the ideas in the text They can make connections among the ideas in the text and between the text and their background knowledge. and between the text and their background knowledge. In other words, fluent readers can recognize words and In other words, fluent readers can recognize words and comprehend at the same time. comprehend at the same time.

Less fluent readers, however, must focus much of their Less fluent readers, however, must focus much of their attention on word recognition…The result is that non-attention on word recognition…The result is that non-fluent readers have little attention to devote to fluent readers have little attention to devote to comprehension”comprehension” ( (Osborn, Lehr, and Hiebert, 2003)Osborn, Lehr, and Hiebert, 2003)

The Evidence:The Evidence:

When reading rate is increased through the use of When reading rate is increased through the use of repeated reading techniques, comprehension also repeated reading techniques, comprehension also increases (16 studies-NRP report)increases (16 studies-NRP report)

Effect size for fluency = .44Effect size for fluency = .44

Effect size for comprehension = .35Effect size for comprehension = .35

Problem: a variety of techniques were actually mixed Problem: a variety of techniques were actually mixed together in these findingstogether in these findings

A more recent meta-analysis focusing only on repeated A more recent meta-analysis focusing only on repeated reading studies reported these effect sizes reading studies reported these effect sizes (THERRIEN, 2004)(THERRIEN, 2004)

Effect size for fluency = .50Effect size for fluency = .50Effect size for comprehension= .25Effect size for comprehension= .25

Problem: processes other than word reading efficiency Problem: processes other than word reading efficiency might be enhanced by repeated reading practicemight be enhanced by repeated reading practice

The Evidence (cont.):The Evidence (cont.):

Can practice Can practice specifically targetedspecifically targeted on word reading on word reading efficiency improve fluency and comprehension?efficiency improve fluency and comprehension?

What we need is evidence that practice that focuses solely What we need is evidence that practice that focuses solely on increasing word reading efficiency can also increase on increasing word reading efficiency can also increase text reading fluency and reading comprehensiontext reading fluency and reading comprehension

What do we mean by context-free practice?:What do we mean by context-free practice?:

animalanimal

fasterfaster

happyhappy

nevernever

timetime

sleepsleep

rabbitrabbit

The Evidence (cont.):The Evidence (cont.):

Recently, Levy, Abello, and Lysnchuk(1997) reported a Recently, Levy, Abello, and Lysnchuk(1997) reported a carefully controlled study with 4carefully controlled study with 4thth grade poor readers in grade poor readers in which context free practice to increase speed of word which context free practice to increase speed of word identification positively affected both identification positively affected both fluency and fluency and comprehensioncomprehension

Critical featuresCritical features 1. intensive fluency practice-every word recognized in 1. intensive fluency practice-every word recognized in

less than 1 secondsless than 1 seconds 2. Used long stories that places particular demands on 2. Used long stories that places particular demands on

fluencyfluency 3. Stories were at the appropriate level of difficulty for 3. Stories were at the appropriate level of difficulty for

each studenteach student

To summarize:To summarize:

Increasing rate through repeated reading practice also Increasing rate through repeated reading practice also increases comprehensionincreases comprehension

There has been at least one demonstration that increasing There has been at least one demonstration that increasing rate through isolated word practice can increase reading rate through isolated word practice can increase reading comprehensioncomprehension

Across these definitions of fluency, we can identify two Across these definitions of fluency, we can identify two major ways that individual differences in ORF might be major ways that individual differences in ORF might be related causally to individual differences in reading related causally to individual differences in reading comprehension comprehension

Efficient identification of words allow a focus on the Efficient identification of words allow a focus on the meaning of the passagemeaning of the passage

Comprehension processes themselves may Comprehension processes themselves may contribute to individual differences in reading rate. contribute to individual differences in reading rate. These comprehension processes are shared These comprehension processes are shared between fluency and comprehension tasks. between fluency and comprehension tasks.


Although students remember more of the content from ORF Although students remember more of the content from ORF stories if prompted to remember, stories if prompted to remember, they do remember a significant they do remember a significant amount with only a cue to “do their best readingamount with only a cue to “do their best reading” ” ((O’Shea, Sindelar, & O’Shea, 1987)

There is experimental evidence to indicate that comprehension There is experimental evidence to indicate that comprehension processes (identifying anaphoric referents, integrating processes (identifying anaphoric referents, integrating propositions in text with background knowledge, inferencing) can propositions in text with background knowledge, inferencing) can also become automatized with reading practice. also become automatized with reading practice. (Perfetti, 1995)(Perfetti, 1995)

This means they can occur without the specific “intention to This means they can occur without the specific “intention to comprehend.”comprehend.”

Comprehension is occurring for most students as they read the words on ORF passages.


How could automatically occurring comprehension How could automatically occurring comprehension processes affect rate of reading on ORF tasks?processes affect rate of reading on ORF tasks?

There is experimental evidence for fast acting, There is experimental evidence for fast acting, automatic spreading of semantic activation thast automatic spreading of semantic activation thast does not consume attention resources…words are does not consume attention resources…words are primed for easier recognition (Posner & Snyder, primed for easier recognition (Posner & Snyder, 1975).1975).


Jenkins, et al., (2003) asked 113 4Jenkins, et al., (2003) asked 113 4 thth grade students grade students with a broad range of reading ability to perform three with a broad range of reading ability to perform three tasks:tasks:

1. ORF following standard (best reading) cue.1. ORF following standard (best reading) cue.

3. ITBS reading comprehension test3. ITBS reading comprehension test

2. ORF with words in passage arranged in random 2. ORF with words in passage arranged in random order in a listorder in a list


WPM Text = 127WPM Text = 127 WPM List = 83WPM List = 83

Correlation with ITBS Correlation with ITBS

Text = .83Text = .83

List = .53List = .53

Processes unique to reading meaningful text supported Processes unique to reading meaningful text supported more fluent reading of words – more fluent reading of words – spreading activation based spreading activation based on comprehension facilitates fluency – on comprehension facilitates fluency – is one possibilityis one possibility

Test format that allowed comprehension processes (presumably Test format that allowed comprehension processes (presumably operating in both ORF and comprehension test) to influence operating in both ORF and comprehension test) to influence raterate led to higher correlation – led to higher correlation – word reading that is influenced by word reading that is influenced by comprehension is more correlated with comprehension than just comprehension is more correlated with comprehension than just word reading efficiency aloneword reading efficiency alone

Conclusions:Conclusions:

1. Both 1. Both single word identificationsingle word identification processes and processes and comprehension processescomprehension processes contribute to individual contribute to individual differences in oral reading fluency for textdifferences in oral reading fluency for text

a. At the lower end of the ORF continuum, word reading a. At the lower end of the ORF continuum, word reading efficiency makes a stronger unique contribution in efficiency makes a stronger unique contribution in explaining variance in fluencyexplaining variance in fluency

b.At the higher end of the ORF continuum, b.At the higher end of the ORF continuum, comprehension processes make a stronger unique comprehension processes make a stronger unique contribution to explaining variance in fluency.contribution to explaining variance in fluency.

Individual Differences in Oral Reading Fluency are influenced by different factors, depending

on level of fluency

50th 16th 2nd 98th 84th

Standard Scores

Automatic comprehension

processes

Single word reading

efficiency

Conclusions (cont.):Conclusions (cont.):

ORF is correlated with reading comprehension ORF is correlated with reading comprehension becausebecause

1. Both ORF and reading comprehension depend to 1. Both ORF and reading comprehension depend to some extent on some extent on efficiency of single word reading efficiency of single word reading processesprocesses

2. Both ORF speed and reading comprehension 2. Both ORF speed and reading comprehension scores are influenced to some extent by the scores are influenced to some extent by the efficiency of comprehension processesefficiency of comprehension processes that that facilitate performance on both tasksfacilitate performance on both tasks

Reading Processes measured by ORF facilitate Reading Processes measured by ORF facilitate performance on tests of Reading Comprehensionperformance on tests of Reading Comprehension

Next questionNext question: Are the two causal connections the only : Are the two causal connections the only reason that ORF is related to performance on tests of reason that ORF is related to performance on tests of reading comprehension?reading comprehension?

A reminder about correlationsA reminder about correlations

A can be correlated with B because:A can be correlated with B because:

A A causescauses B B (good reading rate enables comp.)(good reading rate enables comp.)B B causescauses A A (comp. enables good reading rate)(comp. enables good reading rate)

Both A and B are Both A and B are causedcaused by C by C(comp. and rate are both influenced by experience)(comp. and rate are both influenced by experience)

Fluency can be correlated with comprehension Fluency can be correlated with comprehension because individual differences because individual differences in both skillsin both skills are are caused by differences in:caused by differences in:

Reading experienceReading experienceHome environment and supportHome environment and support

Motivation to succeed in schoolMotivation to succeed in school

Reading Reading ExperienceExperience

FluencyFluency

Reading comprehensionReading comprehension through through vocabulary increasesvocabulary increases

Motivation to Motivation to succeed in succeed in schoolschool

FluencyFluency

Reading comprehensionReading comprehension through through development of reading strategiesdevelopment of reading strategies

N=218ORF R=.76Vocab R = .69NVR R = .48Mem R = .35

Total R2 = 71%

Common = 43.5%

ORF = 18.9%

Vocab = 7.1%

NVR = 1.2%

Mem = .3%

ORF Unique R = .43

If we controlled for the joint, and shared, contribution of If we controlled for the joint, and shared, contribution of vocabulary, nonverbal reasoning, and memory, we would vocabulary, nonverbal reasoning, and memory, we would expect:expect:

What is the practical meaning of these analyses in terms of What is the practical meaning of these analyses in terms of the potential impact of interventions that increase the potential impact of interventions that increase just reading just reading fluencyfluency

If we based our estimate of the impact of these If we based our estimate of the impact of these interventions on the raw correlation between ORF and interventions on the raw correlation between ORF and comprehension, we would expect:comprehension, we would expect:

A 10 WPM gain on ORF would produce a 12.5 point gain A 10 WPM gain on ORF would produce a 12.5 point gain on the FCATon the FCAT

10 WPM gain on ORF would produce an 10 WPM gain on ORF would produce an 8.6 point8.6 point gain gain on the FCATon the FCAT

Conclusions from analysis of causal relations Conclusions from analysis of causal relations between ORF and reading comprehension:between ORF and reading comprehension:

Interventions that focus directly on increasing oral Interventions that focus directly on increasing oral reading fluency are likely to have an impact on reading fluency are likely to have an impact on performance on broad comprehension measures. performance on broad comprehension measures.

How ever, the maximum impact from improvement in How ever, the maximum impact from improvement in ORF will not be obtained unless work on ORF is ORF will not be obtained unless work on ORF is embedded within a complete program that also embedded within a complete program that also stimulates and builds comprehension strategies, stimulates and builds comprehension strategies, vocabulary, and reasoning skills. vocabulary, and reasoning skills.

The development of reading fluency for The development of reading fluency for students in Reading First Schools: A lesson students in Reading First Schools: A lesson from Florida’s experiencefrom Florida’s experience

For the past two years, students in 320 Reading First For the past two years, students in 320 Reading First schools in Florida have been “losing ground” in the schools in Florida have been “losing ground” in the development of reading fluency in 2development of reading fluency in 2ndnd grade. grade.

Many students who enter second grade with reading Many students who enter second grade with reading fluency at “grade level” leave second grade below grade fluency at “grade level” leave second grade below grade level level

37th percentile

53rd percentile

:

Instructional Emphasis for Second Grade

About half our second graders began second grade not having met the February 1st grade benchmark in NWF

Slightly more than 20% still hadn’t met the 1st grade benchmark at the end of second grade

One problem that arises from so many students One problem that arises from so many students coming into 2coming into 2ndnd grade still weak in effective, grade still weak in effective, accurate word reading strategiesaccurate word reading strategies

Growth in fluency requires Growth in fluency requires accurateaccurate practice practice

A A majormajor factor underlying growth in fluency for factor underlying growth in fluency for struggling readers is how fast the number of struggling readers is how fast the number of words they can recognize “by sight” increaseswords they can recognize “by sight” increases

Children must read unfamiliar words with Children must read unfamiliar words with perfect perfect accuracy on multiple occasions before accuracy on multiple occasions before they can become sight wordsthey can become sight words

Sight vocabulary must grow Sight vocabulary must grow very rapidlyvery rapidly in in second grade to keep pace with normative second grade to keep pace with normative developmentdevelopment

47th percentile

62nd percentile

Over ½ of our students did not make the benchmark on time

Recommendations for instruction to increase Recommendations for instruction to increase reading fluency in a way that will have an reading fluency in a way that will have an impact on reading comprehension:impact on reading comprehension:

2. Incorporate repeated reading formats that involve 2. Incorporate repeated reading formats that involve correction and feedbackcorrection and feedback

Powerful practice to increase sight vocabulary – especially Powerful practice to increase sight vocabulary – especially useful for struggling readersuseful for struggling readers

May also provide opportunity for building automaticity in May also provide opportunity for building automaticity in comprehension processescomprehension processes

1. Powerful instruction in strategies for accurate word 1. Powerful instruction in strategies for accurate word identification (phonemic decoding) in first grade and identification (phonemic decoding) in first grade and extending into complex skills in second grade.extending into complex skills in second grade.Children must become Children must become accurateaccurate readers as the first step readers as the first step toward becoming toward becoming fluentfluent readers. readers.

Sounding out and saying fast….Sounding out and saying fast….

Reading words and sentences….Reading words and sentences….

Reading books together….Reading books together….


4. Modeling and encouragement of prosodic reading4. Modeling and encouragement of prosodic reading

3. Careful use of targeted practice for individual, 3. Careful use of targeted practice for individual, frequently occurring words – particularly for young frequently occurring words – particularly for young poor readers.poor readers.Might provide more efficient and less frustrating practice for Might provide more efficient and less frustrating practice for young struggling readersyoung struggling readers

The relationship between prosody and reading The relationship between prosody and reading comprehensioncomprehension

Does reading with prosody help students to Does reading with prosody help students to comprehend the text better?comprehend the text better?

Certainly, when speech is given with proper prosody Certainly, when speech is given with proper prosody and expression, it helps the listener to comprehend and expression, it helps the listener to comprehend

The preponderance of current evidence suggests that The preponderance of current evidence suggests that comprehension influences prosody rather vice versacomprehension influences prosody rather vice versa

Or, does reading with comprehension help a student Or, does reading with comprehension help a student to read with prosody?to read with prosody?

Does the reader listen to his/her own prosody as an Does the reader listen to his/her own prosody as an aid to comprehension?aid to comprehension?


4. Modeling and encouragement of prosodic reading4. Modeling and encouragement of prosodic reading

It might lead students to engage “on line” comprehension It might lead students to engage “on line” comprehension processes and help them become more automaticprocesses and help them become more automatic

3. Careful use of targeted practice for individual, 3. Careful use of targeted practice for individual, frequently occurring words – particularly for young frequently occurring words – particularly for young poor readers.poor readers.Might provide more efficient and less frustrating practice for Might provide more efficient and less frustrating practice for young struggling readersyoung struggling readers

Recommendations for instruction to increase reading Recommendations for instruction to increase reading fluency in a way that will have an impact on reading fluency in a way that will have an impact on reading comprehension:comprehension:

6. Rich instruction in vocabulary and comprehension 6. Rich instruction in vocabulary and comprehension strategies so that they grow at the same rate as strategies so that they grow at the same rate as reading fluency.reading fluency.

Fluency uniquely accounts for only a relatively small Fluency uniquely accounts for only a relatively small proportion of the total variance on measures of reading proportion of the total variance on measures of reading comprehension.comprehension.

5. Wide independent reading to increase exposure to 5. Wide independent reading to increase exposure to broad range of words and experience with multiple broad range of words and experience with multiple text structures – text structures – Establishing reading habits, motivation and enjoyment of Establishing reading habits, motivation and enjoyment of reading, expansion of sight vocabularyreading, expansion of sight vocabulary

A final thought—other reasons for wanting A final thought—other reasons for wanting students to be fluent readers:students to be fluent readers:

1. Reading is more enjoyable, less effortful, when 1. Reading is more enjoyable, less effortful, when words are identified automatically, with little effortwords are identified automatically, with little effort

2. Assignments take less time, completing homework 2. Assignments take less time, completing homework is easier when reading is fluentis easier when reading is fluent

3. Adults may be more likely to read to children when 3. Adults may be more likely to read to children when their own reading is fluent and accurate.their own reading is fluent and accurate.

Thank you

References:References:

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