FLUENCY In The Middle Years. Rebecca Derenge Title I Reading Coordinator. The Fluent Reader Oral Reading Strategies for Building Word Recognition, Fluency, and Comprehension by Timothy V. Rasinski. Fluency Defined. Oral reading fluency . . . . . . . . . .
Title I Reading Coordinator
is the ability to read with accuracy, expression, comprehension and at an appropriate rate.
(NRP, 2002; Shanahan 2000; Heilman, Blair, and Rupley 2002)
The key is to know when to use oral reading to its full potential.
“CASE” for fluency by Jerry Johns
Read the statements below and write the numbers down of those in which you agree.
1. Fluency in reading is most relevant at the beginning stages of reading.
2. Fluency is independent of comprehension.
3. It is appropriate to consider fluency in silent reading.
4. Fluency strategies are primarily for students experiencing difficulty in reading.
5. Students should adjust reading rate according to their purposes for reading.
6. Round robin reading is an effective fluency activity.
Words Sense…leads to…
Can practice specifically targeted on word reading improve fluency and comprehension?
Grade 5 148-161 WPMGrade 4 131-147 WPMGrade 3 109-130 WPM(average reading rates of students in a particular grade who can understand material at grade level)(note that rate is considered in tandem with comprehension)Carver (1989) Jerry Johns has since updated this information.
1. Furry wildcats fight furious battles.
2. Furry jewelers create distressed stains.
3. Furry fight furious wildcat battles.
4. Furry crate distressed jewelers stains.
We can start to draw implications. Next are some suggestions for improving fluency.
Now have students make individual goals!