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Developing Fluency: Theory, Research and Practice

Developing Fluency: Theory, Research and Practice. Georgia’s Reading First Presentation prepared by Dr. Sharon Walpole Dr. Michael McKenna. Get a Buddy!. What do you know about fluency?. Slide added by GARF Staff. Slide added by GARF Staff.

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Developing Fluency: Theory, Research and Practice

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  1. Developing Fluency: Theory, Research and Practice Georgia’s Reading First Presentation prepared by Dr. Sharon Walpole Dr. Michael McKenna

  2. Get a Buddy!

  3. What do you know about fluency?

  4. Slide added by GARF Staff

  5. Slide added by GARF Staff

  6. Game Plan: We’ll be answering these questions throughout the day • What is fluency? • Why is it important? • How does it fit within models of reading and reading development? • How can we measure it? • How can we address it during whole-class and needs-based instruction?

  7. Where does fluency fit in the big picture of reading instruction?

  8. 5 Pillars of Reading • Phonological Awareness • Phonics • Fluency • Vocabulary • Comprehension

  9. Phonological Awareness Decoding Sight Word Knowledge Fluency & Context Cognitive Model Automatic Word Recognition Vocabulary Background Knowledge Language Comprehension Reading Comprehension Knowledge of Structure Strategic Knowledge Cognitive Model General Purposes for Reading Specific Purposes for Reading Knowledge of Strategies Print Concepts

  10. Exactly what is Fluency?

  11. How do you think teachers most commonly define fluency?

  12. After it is fully developed, reading fluency refers to: • a level of accuracy and rate where decoding is relatively effortless; • where oral reading is smooth and accurate with correct prosody; • and where attention can be allocated to comprehension. Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5, 211-239.

  13. Fluency Accuracy Automaticity Prosody Sight Word Rapid Recognition of Words and Phrases Stress Decoding Pitch Confirming from Context Phrasing Slide added by GA RF Staff

  14. How do we know fluency is important?

  15. Automaticity Theory • Two requirements of reading • Automatic word recognition • Construction of meaning • The more energy spent with decoding, the less remaining for meaning construction Laberge & Samuels (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323.

  16. Word Recognition Construction of Meaning Automaticity Theory:Laberge & Samuels (1974) Energy Scale

  17. Automaticity Theory:Laberge & Samuels (1974) Word Recognition Construction of Meaning Energy Scale

  18. Let’s look at the developmental levels of fluency.

  19. Fluency requires the child to use phonics and spelling knowledge automatically (DIBELS LNF, ISF, PSF, NWF) Phonemes, Letters, Early Phonics Skills

  20. Fluency requires the child to automatically integrate phonics and spelling knowledge to recognize entire words (DIBELS ORF) Automatic and Accurate Word Recognition

  21. Prosody Fluency requires the child to link recognized words into natural phrases, with appropriate enunciation and emphasis (DIBELS ORF)

  22. Fluency in Connected Text (textual) Fluency at the Word Level (lexical) Fluency within Words (sublexical)

  23. Sequential Design for Instruction in the Five Dimensions of Reading K-3 ☺= Direct Instruction ☻= Instruction done through Read Alouds

  24. How do I know who needs Fluency instruction?

  25. Reading Rates (WPM)not correct words per minute

  26. Fluency Norms: WCPM

  27. Oral Reading Fluency Spring Benchmarks from Various Research

  28. Fluency Accuracy Automaticity Prosody Sight Word Rapid Recognition of Words and Phrases Stress Decoding Pitch Confirming from Context Phrasing Slide added by GA RF Staff

  29. NAEP Oral Reading Fluency Scale

  30. Talk to you buddy about

  31. The Fluent Reader • Now, let’s look at strategies for assessing and remediating word recognitions errors • Pages 180-197

  32. The Fluent Reader • Let’s look at the use of repeated readings for building automaticity: Turn to page • In your group, divide the different strategies for repeated reading, read your part, summarize and share.

  33. Sum It Up Slide added by GARF Staff

  34. Fluency Accuracy Automaticity Prosody Sight Word Rapid Recognition of Words and Phrases Stress Decoding Pitch Confirming from Context Phrasing Slide added by GA RF Staff

  35. The Fluent Reader • Let’s look at Reader’s Theater: • Page 113-136 Slide added by GARF Staff

  36. One thing is certain . . . readers develop reading fluency through reading practice.

  37. Sum It Up:How can we support fluency development within our classrooms? Slide added by GARF Staff

  38. How to Calculate and Set Fluency Goals Find handout # 4

  39. Assess it! • Chart it! • Give them a target! Automaticity (or Rate)

  40. Michael • Let’s say we have a student that is reading 31 words correct per minute(WRC) at the beginning of second grade as evidenced by DIBELS. • There are 30 weeks of school remaining. • The GPS end of year goal is 90 WRC per minute.

  41. Let’s determine his weekly goal to achieve his end of the year goal of 90 WRC/minute • Determine the total number of words Michael needs to improve to reach the end of the year goal. 90(End of year goal) 31(WRC) 59(# of words needed to reach goal)

  42. Determine the number of words Michael needs to improve each week to reach his end of the year goal of 90 WRC. 59(# of words needed to reach goal) 30(# of weeks 1.96 or 2wds remaining in school)

  43. Set a goal for Michael to reach in 6 weeks. 6(# of weeks) 2(# of words needed to improve each week) 12(# of words to improve in 6 weeks) 31(WRC) 12(# of words to improve) 43 Michael’s six week goal!

  44. What level of text is best for fluency work? • Talk to your buddy. What do you think? Slide added by GARF Staff

  45. With your Buddy, answer these questions: • How will you determine what kinds of text a child should use to develop fluency? • Will it be grade level? • Will it be instructional level? • Will it be independent level? • Under what circumstances should any of these be used?

  46. With your Buddy, answer these questions: • At what stage in a child’s reading development should s/he begin fluency work? • Is it ever too early?

  47. From Research We Have Learned that: • Increasing the amount of text that children read orally improves fluency. • Ensuring that the text is at the correct level of difficulty improves growth of fluency development Slide added by GARF Staff

  48. Traditionally, we have used independent level text for fluency practice. • Fluency practice should be done with independent level text if students are working without support.

  49. From Research We Have Learned: • The correct level of difficulty should include instructional level, if we: • support students with their initial encounters with challenging texts • provide immediate corrective feedback Slide added by GARF Staff

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