Fluency through reading

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But as for me, I watch in hope for

the Lord,I wait for God my

Savior; my God will hear

me.Micah 7:7

free-clipart-important-notice-9 | Chippewas of the Thames

Humor

School is practice for future life, practice makes perfect and nobody's perfect, so why practice?

Use the other language selector on my home page above to go through my whole site using any native language you speak,

then use the video above to see and listen to the same teaching topic in text below.

اختاراي لغة من لغات العالم / اللغة التى تريد تصفح موقعى باستخدامها . استخدم المؤشر

الذى فى الاعلى

Next, Use the world site selector on my home page above to go to the search engine site or the social media site you like.

My YouTube Channel: Click: :( Mr. / Girgis H. H).

منهج الانجليزى ثانوية عامة / معكم الاستاذ / جرجس حنا هارون /Unit 1: (Writers and stories) Lesson: 1

Fluency

through

repeated reading

Mr. / Girgis

Fluency

“We define fluency as reasonably accurate reading, at

an appropriate rate, with suitable expression, that leads

to accurate and deep comprehension and motivation to

read.”

Fluency is the ability to read words accurately

and automatically with expression. Because

fluent readers do not have to slow down in

order to concentrate on decoding the individual

words in a text, they can focus their attention

on the text's meaning.

In this way, fluency acts as a bridge between

word recognition and comprehension, and this

relationship is reciprocal. That is, when a

student understands the meaning of the text

he/she is reading, it is much easier to read that

text with expression.

Figure 1 from The Effects of Reader's Theater on Reading Comprehension and Fluency of Fifth-Grade Students | Semantic Scholar

Fluency Strategies

Prosody is a term that is frequently heard in

discussions of fluency. Prosody refers to the

appropriate use of intonation and phrasing in

reading.

Reading involves paying attention to punctuation

signs like commas and periods, assigning

appropriate stress to individual words within a

sentence, and raising or lowering voice

intonation to match the meaning of the text

(e.g., raising the voice at the end of a question).

Paying attention to the elements of prosody

allows us to quantify and measure what we

refer to as "reading with expression."

How fluency relates to ELLs

Instruction in fluency can be particularly

beneficial for English language learners

because activities designed to enhance

fluency in reading can also a contribute to oral

language development in English.

As students practice reading English text

accurately and automatically, they are gaining

valuable information about the sounds and cadences of spoken English, and they are also

developing vocabulary skills that can contribute

to oral language fluency, as well as reading and

listening comprehension.

Reading Skills:

There are different types of reading and

different ways to understand what you read.

When you’re reading in your native language,

you don’t have to think about what you’re

going to read, how you’re going to read it or

how you’re going to make sure you’ll

understand it.

Reading in your native language is

automatic—it just happens. Over time, with

effort and practice, reading in English will

become just as automatic for you.

extensive reading.

graded

readers,

Assessing reading fluency

As with any type of instruction, fluency instruction

depends upon ongoing assessment to identify

individual students' strengths and needs.

Effective fluency assessment must include

measures of all three components of fluency:

reading accuracy and prosody.

It is important to note that the accuracy

percentages and the reading rate ranges

described in this article are based on research

conducted in English and should not be applied

to reading in other languages. Even languages

that use the same alphabet differ in such

characteristics as phonetic regularity, syntactica

complexity, and even average word length, all of

which can affect reading accuracy and

rate.Additional research is needed to determine

appropriate accuracy and rate ranges for other

languages.

Assessing reading accuracy

Accuracy refers to the percentage of words a

reader can read correctly in a given text.

Measuring accuracy allows teachers to choose

texts at an appropriate difficulty level for each

student. In order to improve their reading,

students need texts that are difficult enough to

require them to practice using the reading

strategies they are learning without being

so difficult that the student is overwhelmed.

Four Types of Reading

Intensive reading.

Reading intensively means trying to understand

every word on the page. You want to get as much

information as you can from the text.

This is the kind of reading you do when you have

some time to really focus. You don’t want to be

distracted (unable to pay attention).

You’ll also want to keep a dictionary handy

because you’ll want to look up any words you don’t

know. Grab a notebook, too—it’s always a good

idea to take notes as you read!

When you practice intensive reading, pick a fairly

short text that interests you. If you have a really

long text—or you just don’t care about the topic—

you might give up before you finish.

Try to make this process as interesting and

enjoyable as you can. That way, you’ll want to do

more intensive reading. And the more you can use

this powerful tool for improving English, the better.

Extensive reading.

Extensive reading simply means casually

reading anything you see in English. Don’t

stress. Don’t worry about what every word

means.

Read a new recipe. Read an email. Read a

blog post.

Read billboards along the highway. Read

newspaper headlines.

It doesn’t matter what you read—just read in

English. Anything. Everything.

Extensive reading is important because it opens

you up to all kinds of English words and lets

you practice reading in many different contexts.

The more extensive reading you do, the more

comfortable you’ll be with reading in English.

And the more comfortable you are, the more

confident you’ll become!

Skimming.

When you need to read something quickly to

get the main idea of the text, you can skim the

text.

Skimming means to simply read on the surface.

In other words, you don’t go too deep into the

details. You don’t need to know what every

word means. You can just read deeply enough

to get the basic idea.

You can skim with a finger on the page, tracing

swiftly underneath the words as you read. Use

the pace of your finger to make yourself read

faster. Your brain will naturally keep pace with

(go as fast as) your finger.

Scanning.

If you’re looking for specific information when

you read a text, try scanning for it. When you

scan, it’s almost like using your brain as a

search engine.You’re looking out for certain

key words or phrases.

You don’t need to pay attention to everything.

Just stay focused, ignoring almost everything

except for the information you need.

How to improve reading fluency - The Measured Mom

1 – Build phonemic awareness.

If you’re wondering what on earth phonemic awareness has to do with fluency, here’s the deal. Phonemic awareness (the ability to identify and manipulate individual sounds, or phonemes, in words) is essential for success in decoding words. Since fluency is all about being automatic with word recognition, we’ve got to teach the skills that will get us to automaticity.

2 – Teach phonics in a systematic,

explicit way.

Research has told us again and again that students benefit from direct and structured phonics instruction. When we combine phonemic awareness with phonics, we are equipping our students to tackle unfamiliar words that could interrupt their fluency.

(In fact, if a student scores below benchmark on an oral reading fluency test, the first step is to give a phonics assessment to see if a lack of phonics skills is impeding progress

3 – Teach students to read irregular high

frequency words.

While most words contain at least some graphemes (letter or letter combinations that represent phonemes) that are regular, some words include patterns that must be learned by heart. For example, in the word the, the final vowel sound has an unexpected spelling. In the word said, the ai has an unexpected pronunciation.

When teaching these irregular words, it’s important to remember that students learn them just like they learn any other word – and not through whole word memorization. Instead of drilling these as whole words, we can call attention to the parts that are regular and those that are not.

After introducing words in this way, it’s perfectly appropriate to do flash card practice. Hasbrouck and Glaser (2019) recommend the following procedure:

Students write each word on the front of an index card (or the teacher may do this in advance).

Students trace the letters while saying them and reading the word.

On the back, students write a sentence using the word and/or draw a quick picture to help them recall the word. (The teacher may do this as well.)

The cards can then be put on a ring or a recipe box for students to use for daily practice.

When students practice the words, they can sort them according to their speed under pictures of a dog, rabbit, and turtle. The dog pile gets words that are read quickly and automatically. The rabbit pile gets words that are read with some hesitation. The turtle pile gets words that are unknown, read incorrectly, or read after several seconds. Students keep practicing until all cards get to the dog pile.

4 – Read aloud to your students

When teachers don’t make daily read alouds a routine, I think the only reason must be that they aren’t aware of the countless benefits of reading aloud to our students.

I won’t go off on a tangent here, but this quote from Tim

Rasinski (2010) is well worth sharing:

“Clearly, read aloud builds interest in reading, but its

benefits do not end there. Read aloud helps you achieve

three important goals with your students: it improves

comprehension and vocabulary, and builds motivation”

Here’s one more benefit: reading aloud provides a wonderful model of fluent reading.

5 – Implement assisted reading

This simply means reading aloud alongside our students.

Choral reading – groups of students (or even the whole class) read the same text aloud in unision

Paired reading – This research-based approach is not exactly the same as partner reading or buddy reading. In paired reading, a more proficient reader supports a less able reader by reading together chorally; the more proficient reader adjusts his/her volume and support as the other reader becomes more confident. The reader signals when the more proficient reader should read more loudly or bow out altogether.

Audio recorded reading – Listening to an audio recording of a text will help build fluency only if the listener is reading along. Students can make great gains in fluency if they keep listening and reading along until they can read the text independently.

6 – Provide opportunities for

repeated reading

Our goal is for students to read one text several times so that they can read it fluently – with few errors, at an appropriate rate, with proper expression, and good comprehension.

I’m surprised when I see people question the value of repeated reading in large Facebook groups devoted to the science of reading. The truth is that we’ve had decades of research that show its value.

Research has, in fact, found that rereading a familiar passage not only leads to improvement on that particular passage, but fluency gains also transfer to the reading other passages.

You may be familiar with the concept of timed repeated reading – in which students read a passage multiple times until they achieve a desired rate. This is a powerful intervention that is best suited for students who fit this criteria:

Words Correct Per Minute scores are more than ten words below the 50th percentile on the Hasbrouck & Tindal ORF (Oral Reading Fluency) norms when they read grade-level or instructional-level text.
Reading is slow but accurate.
Decoding of individual words is also slow but accurate.
Phonemic awareness is well developed.
Comprehension is adequate or good.

When doing timed repeated readings, always make it a point to also talk about the text. Reading fluently is not all about speed!

7 – Do whole class fluency lessons.

Later in this series I’ll walk you through the Fluency Development Lesson, in which teachers support students as they learn to read a short passage or poem with fluency. The FDL only takes about 15 minutes a day.

If you have more time, and you want to help all children achieve fluency with grade-level text, consider FORI (Fluency-Oriented Reading Instruction).

Here’s a general overview of FORI:

Monday – The teacher introduces the text and reads it while the class follows along; the teacher leads a discussion that focuses on comprehending the text.

Tuesday – The teacher and students echo read the story; comprehension instruction is infused throughout; students take the text home and read it to a friend or family member

Wednesday – Teacher and students choral-read the text; students who need extra practice read it again at home.

Thursday – Students partner-read the text; students who need extra practice read it again at home.

Friday – Students complete extension activities to broaden comprehension.

8 – Provide opportunities for performance

reading

Timed repeated reading can be a great motivator for struggling readers who watch their performance improve during their sessions.

But repeated reading, while beneficial to all students, can be less than motivating if we go about it the wrong way. Thankfully, we can make repeated reading interesting and engaging for all students when we make it authentic.

When repeated reading is done for the purpose of rehearsal for a performance, we can get everyone on board.

Students can reread texts multiple times as they prepare to perform in any of these ways:

Reader’s Theater or partner plays (pictured above)

Book talks

Reading aloud to younger students

Recording books for younger students

Reading poetry aloud


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