Whats the systematic process to be an efficient reader?
- decoding
- fluency
- comprehension
List the components of fluency….
- Speed
- Accuracy
- Phrasing (pausing, punctuation)
- Expression (feelings)
Does adequate word recognition lead to fluency?
NO fluency is dependent on adequate word recognition, but word recognition doesn’t always lead to fluent reading
- Fluency requires some application of language knowledge as a part of the comprehension process
When the child is like decoding properly but not reading fluenty, what are some signs (3)
- Finger pointing
- Word by word reading
- Lack of self monitoring
What does slower reading lead to?
- read less in a given time period
- wont comprehend as well= loose interest
What causes fluency issues?
no definitive
- Limited book experiences prior to school.
- Learned adaptive response to a specific type of instructional setting (“checking the traffic response”).
What is automaticity?
the ability to engage and coordinate a number of complex subskills and strategies with little cognitive effort.
(reading fluently requires automatic info processing)
Why do some words need to be learned by sight?
because um, so many high frequency words are not decodable
Which of the like components of fluency are the easiest to screen? and what are the hardest?
EASY: speed and accuracy (objective)
HARD: phrasing and expressive (subjective)
What is meant by TAPE, CHECK
- Students record a baseline assessment, check their errors, and chart their fluency data.
- Following intervention, a second reading is conducted and results are compared.
What DOESN’T work in terms of intervention?
- Training struggling readers to recognize individual words faster
- Increasing the amount of recreational or independent reading
- Peer tutoring as not as effective as cross-age tutoring (bc peers are less likely than older children to provide feedback)
What DOES work in terms of intervention?
- Providing a model of fluent reading then gradually releasing responsibility to the child.
- opportunities to develop self- monitoring skills
- Providing repeated readings with limited, if any, interruptions
- increasing the difficulty of the text and providing feedback for missed words.
- Re-reading
What are the stages of 4P Strategy?
Preview
Pause
Prompt
Praise
Preview
- CDA engages child in a brief discussion. “What do you think this book is about?”. CDA and child begin reading aloud together (called choral reading) until the child is ready to continue alone
Pause
- If child stumbles or misreads, CDA pauses for a count of 3, or until the sentence end
Prompt
- If child does not self-correct, CDA will prompt strategically.
First: “Let’s read that again”
Then: Give word
Praise
- After reading, CDA provides praise for good reading strategies.
