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Presume Competence
Supplemental Material-- Not Required!
Supplemental Material-- Not Required!
Because we will be tutoring online during the semester and not everyone has taken the reading courses, you may want to review reading basics.
INTRODUCTION
INTRODUCTION
Reading Proficiency requires Fluency
Reading Proficiency requires Fluency
Reading proficiency requires the ability to read words accurately, automatically, and with prosody. The ability to do all three things indicates that the reader is fluent and able to use cognitive resources to make meaning from the text and self-monitor their comprehension rather than spending cognitive resources on decoding and word recognition (Rasinski & DiSalle, 2017).
Reading proficiency requires the ability to read words accurately, automatically, and with prosody. The ability to do all three things indicates that the reader is fluent and able to use cognitive resources to make meaning from the text and self-monitor their comprehension rather than spending cognitive resources on decoding and word recognition (Rasinski & DiSalle, 2017).
GETTING STARTED
GETTING STARTED
Listen to Zoe, a third grade student, read a passage. Consider her reading fluency as you listen.
Listen to Jackson, Zoe's classmate, read the same passage and consider his fluency. How does his reading differ from Zoe?
ACTIVITY 1: A Deeper Look-- Examine the 3 Key Dimensions of Fluency
ACTIVITY 1: A Deeper Look-- Examine the 3 Key Dimensions of Fluency
View the videos below to learn about teaching fluency: The ability to read text with…
Accuracy- Well-developed word-recognition skills and self-correction while reading
Prosody- Appropriate expression, intonation, pausing, and inflection.
Rate/Speed- Reading at a rate of speed that is effortless; automaticity in reading
Accuracy
Accuracy
Prosody
Prosody
Rate
Rate
ACTIVITY 2: Assessing Reading Fluency
ACTIVITY 2: Assessing Reading Fluency
Read the instructions for Assessing Oral Reading Fluency (ORF) below.
Click the link below to access the reading passage and scoring sheet that Zoe and Jackson read earlier in the module.
After reading the instructions for assessing oral reading fluency, use the reading passage sheet to analyze Zoe and Jackson's fluency in the videos above.
Additionally, use the following reading fluency rubric to evaluate all components of their reading http://www.timrasinski.com/presentations/multidimensional_fluency_rubric_4_factors.pdf
SUBMIT a copy of your ORF scoring sheet and completed reading fluency rubric for each student along with a brief (half-page or less) summary of your overall analysis of each student's reading fluency.
Assessing Fluency Directions.pdfAssessing ORF
Assessing ORF
Read the article to understand how to assess reading fluency.
readingExam.pdfReading Passage
Reading Passage
Print the reading passage to use to analyze Zoe and Jackson's reading fluency.
ACTIVITY 3: Interventions & Model Lessons
ACTIVITY 3: Interventions & Model Lessons
Read about the interventions below retrieved from Intervention Central's Academic Intervention Planner and consider which strategy(s) you would use for Zoe and Jackson in planning for instruction and/or intervention.
On our course discussion board, share which strategy(s) you chose for Zoe and Jackson. under the topic Planning for Fluency Instruction/Intervention. Explain your selection(s).
Repeated Reading
Repeated Reading
Reading Fluency Repeated Reading2.pdfEcho Reading
Echo Reading
Reading Fluency Echo Reading.pdfPaired/Partner Reading
Paired/Partner Reading
Reading Fluency Paired Reading.pdfChoral Reading
Choral Reading
Reading Fluency Choral Reading.pdfKEY POINTS
KEY POINTS
Fluency is important because it provides a bridge between word recognition and comprehension. Fluency allows readers to make meaning from a text.
Reading fluency is NOT just how fast a student reads. Fluency encompasses rate, accuracy, and expression when reading.
By listening to students read, teachers are able to monitor reading development and plan accordingly for instruction and/or intervention.
Fluency is directly connected to other areas of literacy instruction. Deficits in early literacy skills such as phonemic awareness or decoding can be identified and targeted for intervention with ongoing progress monitoring of fluency, and students exhibiting comprehension breakdowns often need more intensive fluency intervention.
Fluency instruction typically begins during the second half of first grade and continues through the third grade and beyond, with 3rd grade being the critical year given that students in 4th grade and beyond are increasingly exposed to more complex content area reading.
Reading fluency strategies/activities/interventions are for use at all tiers of RTI, but with changes in frequency, intensity, and/or duration based on student needs.
Additional Resources
Additional Resources
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