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What is Fluency?
What is Fluency?
Fluency is the ability to read a text accurately, quickly (rate), and with expression (prosody). Rate is important but it can vary within and between students. Reading with prosody is also important because it reflects a student's understanding of syntax and basic comprehension of the text.
Why is Fluency Important?
Why is Fluency Important?
Fluency is important because it provides a bridge between word recognition and comprehension. However, fluency does not guarentee comprehension. Fluent readers focus their attention on making connections among the ideas in a text as well as between the ideas in the text and their background knowledge and/or other texts. Less fluent readers focus their attention primarily on decoding individual words.
Assessing Oral Reading Fluency
Assessing Oral Reading Fluency
A way oral reading fluency can be assessed is a one-minute fluency assessment. The student is asked to read to the end of a text and read for meaning. We want them to read the entire text with comprehension but we also want to keep note of how far they get by the end of a minute. So, either the teacher or the student can make a mark of where they got to after a minute and then keep reading. While the student is reading, the teacher will keep track of the words they got right and wrong. To calculate the student's Words Correct Per Minute (WCPM), we use this formula: (total # of words read correctly x 60) divided by (total # of seconds) = WCPM, where the total # of words read correctly is the total # of words in the passage - the total # of errors. WCPM focuses on assessing the student's accuracy and rate while reading. To assess the student's prosody (expression) we administer the National Assessment of Education Progress (NAEP). The student is asked to read a text and the teacher assess the student's prosody (rhythm, emphasis, pausing, etc.).
The National Assessment of Education Progress (NAEP) has an Oral Reading Fluency Scale which is as follows:
Level 1 - student reads primarily word-by-word. Occasionally reads text in 2-3 word groups.
Level 2 - student reads primarily in 2 word phrases with some 3-4 word groups. Some word-by-word reading and/or word groupings may be awkward.
Level 3 - student reads primarily in 3-4 word phrases/groups. Little or no expressive interpretation.
Level 4 - student reads primarily in larger, meaningful phrase groups. Some regressions, repetitions, and/or deviations. Some or most of the text is read with expression.
More levels can be found at https://nces.ed.gov/nationsreportcard/studies/orf/scoring.aspx#scoring
Teaching Fluency
Teaching Fluency
Echo Reading
Echo Reading
CCSS.Literacy.RF.1.4.b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
I will read aloud a short segment of text line by line or sentence by sentence modeling appropriate fluency. The students read back the same line/sentence with the same accuracy, expression, and speed.
https://strategiesforspecialinterventions.weebly.com/echo-reading.html
https://dpi.wi.gov/sites/default/files/imce/ela/bank/RF_Fluency_Echo_Read.pdf
Choral Reading
Choral Reading
CCSS.Literacy.RF.1.4.b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
The students and I will read aloud a text at the same time all together with the same accuracy, expression, and speed.
Partner Reading
Partner Reading
CCSS.Literacy.RF.2.4.b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
I will pair up students with a more fluent partner (or a partner of equal ability) who provides a model of fluent reading. This helps with word recognition and students are able to provide feedback to each other.
Readers' Theatre
Readers' Theatre
CCSS.Literacy.3.4.b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
CCSS.Literacy.3.4.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
I will give the students a story to read with each other in small groups. They are each given a part and asked to read their part in the story while they all read it out loud. This helps students to practice their fluency by understanding how to read punctuation as clues for expression.
Common Core State Standards
Common Core State Standards
CCSS.LITERACY.RF.1.4...
CCSS.LITERACY.RF.2.4...
CCSS.LITERACY.RF.3.4...
...Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Differentiating Instruction
Differentiating Instruction
I will support students with special needs by providing texts that are appropriate for their reading level. This type of differentiation can be used for echo reading, choral reading, partner reading, readers' theatre, and more.
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