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Intervention Convention: Fluency

Intervention Convention: Fluency. Jennifer Gondek Instructional Specialist for Inclusive Education TST BOCES jgondek@tstboces.org. Session Objectives:. Participants will: Understand the importance of oral reading fluency in literacy development.

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Intervention Convention: Fluency

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  1. Intervention Convention:Fluency Jennifer Gondek Instructional Specialist for Inclusive Education TST BOCES jgondek@tstboces.org J. Gondek 2012

  2. Session Objectives: Participants will: • Understand the importance of oral reading fluency in literacy development. • Be able to describe and implement three research-based interventions to increase oral reading fluency. • Share teacher-created interventions that have successfully improved oral reading fluency. • Locate additional resources for further support. J. Gondek 2012

  3. Fluency is… • The clear, easy, written or spoken expression of ideas. • Freedom from word-identification problems that might hinder comprehension in silent reading or the expression of ideas in oral reading. • Automaticity (Harris & Hodges, 1995, p.85) J. Gondek 2012

  4. To Be a Fluent Reader… • A child must be able to recognize most of the words in a passage “by sight”; • A child must correctly pronounce words 5-10 times before they become “sight words”; • A child must make accurate first guesses when they encounter new words, or the growth of their sight word vocabulary will be delayed – they will not become fluent readers. (Torgesen, 2003) J. Gondek 2012 Adapted from Marcia Davidson (2005)

  5. The 3 Components of Fluency • Accuracy: Also known as automaticity, it refers to the person's ability to read words in a text. • Rate: The speed a person reads. • Prosody: Refers to stress, intonation, and pauses. Commonly known as "reading with feeling". J. Gondek 2012

  6. Fluency in Connected Text (textual) Fluency at the Word Level (lexical) Fluency within Words (sublexical) J. Gondek 2012 Georgia’s Reading First

  7. The Research: • Fluency builds a bridge to comprehension (Rasinski, 2004) • Fluent readers are more likely to read more and learn more and increase their fluency (Oakley, 2003) • Fluent readers have a more positive attitude towards reading (Rasinski & Padak, 2000) • To become fluent readers, students need access to good models, appropriate text, & time to read. J. Gondek 2012

  8. Stroop Test J. Gondek 2012 Activity adapted from Marcia Davidson (2005)

  9. Reading Rates (WPM) J. Gondek 2012

  10. Fluency Norms: WCPM J. Gondek 2012

  11. NAEP Oral Reading Fluency Scale J. Gondek 2012

  12. Partner Reading • Prepare copies of short texts at the level of the less proficient reader’s level. • Pair more proficient readers with less proficient readers. • Model and explain partner reading procedures. • Assign roles and have students take turns reading. Student A reads for 1 min. and Student B reads along. Then, Student B reads aloud the same text for one minute. • You can have students chart their rate and accuracy. (from U. Texas, Center for Reading and Language Arts) J. Gondek 2012 Adapted from Marcia Davidson (2005)

  13. Timer J. Gondek 2012

  14. Echo Reading • Give students copies of instructional-level texts. • Explain that you will read some of the text, and students will then ‘echo read’ the same text, modeling your rate and expression. • Read 2-4 sentences. Then, pause for them to echo read, then read 2-4 more sentences. • You can tape the 2-4 sentence sections, or have a student serve as the model reader. • (from National Institute for Literacy, 2001) J. Gondek 2012 Adapted from Marcia Davidson (2005)

  15. RAAC Reread-Adapt and Answer-Comprehend RAAC Checklist • Student with instructional reading level between first and third grade • Student reads in a slow and halting manner. • Student does not comprehend what he or she reads. • Student does not comprehend what an adult reads. J. Gondek 2012 Therrien, Gormley, & Kubina (2006)

  16. RAAC Intervention • Select an appropriate performance target for students based on their instructional reading levels. Hasbrouck & Tindal (2005) J. Gondek 2012 Therrien, Gormley, & Kubina (2006)

  17. RAAC Intervention Sequence • Step 1: Prompt Student • Step 2: Read Prompts • Step 3: Reread • Step 4: Correct Errors • Step 5: Praise • Step 6: Adapt and Answer • Step 7: End and Adjust Recommended Passage Length* First grade, 53-66 words Second grade, 89-111 words Third grade, 107-133 words Fourth grade, 123-153 words * Based on Instructional Reading Level J. Gondek 2012 Therrien, Gormley, & Kubina (2006)

  18. Procedural Prompts Naïve Sophisticated LearnersLearners Story Structure Questions Single-Word Prompts Ex: Who? Ex: “Who was the main character in the story?” J. Gondek 2012 Therrien, Gormley, & Kubina (2006)

  19. Fluency Oriented Oral Reading (FOOR) Dowhower (I989) indicated that passages shouldbe short, ranging from 50-300words; that students should have about an 85% accuracy rate on their initial reading of the passage; and that the optimal number of repetitions of a passage is between three and five. Day 1: Introduce the story and echo read with the students. If time, students would choral read the story. Day 2: Partner reading, alternating pages with a partner of the same story. If time, students could practice a section of the story, or re-read again by alternating pages with partner. Day 3: Students performed a final choral reading. Student could perform a section of the text in front of the group if they wished. J. Gondek 2012

  20. Peer-Assisted Learning Strategies (PALS) 3 times 35 minutes each week, high-low pairs Text is appropriate for weaker reader 5 minutes: strong reader reads aloud 5 minutes: weaker reader rereads 2 minutes: weaker reader retells 5 minutes: strong reader reads paragraph by paragraph, stopping at each to tell the main idea 5 minutes: weak reader uses same summarization procedure 5 minutes: strong reader predicts content of next half page, reads it aloud, and revisits prediction 5 minutes: weak reader uses same summarization procedure This procedure has been used with students in grades 2-6 Fuchs, Fuchs, Mathes, & Simmons (1996). Peer-assisted learning strategies in reading: A manual. (Box 328 Peabody, Vanderbilt Univ. Nashville, TN 37203) J. Gondek 2012

  21. Phrase-Cued Text Intervention • Train students to recognize the natural pauses that occur between phrases in their reading. • Phrases often encapsulate key ideas, therefore enhancing comprehension of the text. • Can be taught individually, small group, or whole class. • 3-4 Lessons per week, 10 minutes each (Rasinski, 1990, 1994). J. Gondek 2012

  22. Phrase-Cued Text Intervention • Step 1: The teacher reads the phrase-cued passage aloud once as a model, while the student follows along silently. • Step 2: The student reads the phrase-cued passage aloud 2-3 times. The teacher provides ongoing feedback the reading. Between readings, comprehension can be addressed quickly. • Step 3: The session concludes with the student reading aloud a copy of the passage without phrase-cue marks.The teacher praises the student for any success or increase in noticing the natural phrase breaks. (Rasinski, 1990, 1994). J. Gondek 2012

  23. Preparation: • Select a passage. Select a short (100-250 word) passage that is within the student’s instructional or independent reading level. • Mark sentence boundaries. Mark the sentence boundaries of the passage with double slashes (//). • Mark within-sentence phrase-breaks. Read through the passage to locate ‘phrase breaks’ —naturally occurring pause points that are found within sentences. Mark each of these phrase breaks with a single slash mark (/). http://www.interventioncentral.org/rti2/phrase_cues J. Gondek 2012

  24. HELPSHelping Early Literacy with Practice Strategies • The evidence-based strategies integrated into each 10-12 minute HELPS session include: 1. Structured, repeated readings of ability-appropriate text2. Having students listen to a more skilled reader read aloud, such as an adult (i.e., Model reading)3. Systematic error-correction procedures4. Verbal cues for students to read with fluency5. Verbal cues for students to read for comprehension6. Goal-setting (i.e., practicing text until a pre-determined performance criterion is met)7. Performance feedback, combined with graphical displays of student progress8. Use of systematic praise and a structured reward system for student reading behaviors and successes J. Gondek 2012 www.helpsprogram.org

  25. HELPS VIDEOS http://www.youtube.com/watch?v=0avTIwZTvdU http://www.youtube.com/watch?v=pql9HwIGfLU&feature=relmfu J. Gondek 2012

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