Indicators of Fluency
- Accuracy - correctly pronouncing words when reading.
- Rate - reading a text in an appropriate rate of speed (not too fast or too slow). 33. Prosody - reading with appropriate expression and putting emphasis on certain words with a variation in pitch and pausing.
(Readers need to master all three of these components to become fluent readers)
Automaticity Theory
That reading requires the readers to perform two main tasks:
- Decode words
- Understand the meaning of the text
(Obtaining automaticity means that the reader does not need to stop frequently to decode words or figure out pronunciation and can focus on the meaning of the text being read).
Phrase-Cued Reading
An intervention that improves prosody. It is when lessons use a text that has been specially marked by the teacher. Usually, / for commas or other short pauses and // for periods for longer pauses are used to help students learn where to take breaths. After handing out the marked text to the students, the teacher first models the correct way to read it with an explanation of the symbols. Then the students can practice reading the text using the teacher’s marks.
Echo-Reading
When a teacher reads a passage aloud and then the students read it aloud with or without the teacher.
Competency 9: Direct Instruction - 3 Components of Effective Fluency Lessons
- Teacher Model - the teacher reads aloud text with appropriate rate, prosody, and accuracy so that students can learn from their example.
- Student Practice - after the teacher models, students then read the same text aloud.
- Teacher Feedback - after the student reads, the teacher gives tips to the student such as remembering to stop when there is punctuation or modeling sentences/sections again wherever the student seemed to have a difficult time.
Competency 9: Direct Instruction - Accuracy
Phonics and sight word instruction helps build accuracy in that students work on automatic word recognition. When students can recognize and read words automatically, their accuracy and fluency increases.
Competency 9: Direct Instruction - Rate
- Whisper Reading - the teacher goes from student to student as they listen to each whisper their reading to monitor and provide feedback.
- Silent Reading - for students who have high word identification skills, yet a slow rate, silent reading can help them improve their rate.
Competency 9: Direct Instruction - Prosody
- Phrase-Cued Reding.
Competency 9: Differentiation - Struggling Readers
- Use texts at appropriate reading level.
- Focus on additional word identification instruction.
- Focus on recognition of key sight words.
- Additional practice with oral or silent reading depending on automaticity level.
Competency 9: Differentiation - ELs
- Phrase-Cued Reading
- Echo Reading - helps to model accuracy, prosody, and rate as well as correct English pronunciation.
Competency 9: Differentiation - Advanced Learners
- Increase the pace or complexity of instruction.
- Build on student’s knowledge and skills.
Competency 9: Assessment - Accuracy
A running record where the teacher records errors when a student reads a passage orally would be used. If the student obtains 95% or higher on a certain passage, then it is at their independent reading level.
Competency 9: Assessment - Rate
A teacher would perform a timed oral reading. The student would read a passage and the teacher would time it. The teacher can calculate the student’s words per minute (WPM) reading rate by dividing the number of minutes it took to read the passage by the number of words read in the passage.
Competency 9: Assessment - Prosody
A teacher should assess a student’s prosody by having students orally read a passage and listen for these three things:
1. Appropriate pitch.
2. Response to Punctuation.
3. Characterization.
