Fluency through reading

Fluency through

repeated reading

Mr. / Girgis

Go to my Blog

https://mrgirgis.blogspot.com/

Click here to go to : Abouna Fanous Site.

موقع عمى أبونا فانوس الأنبا بولا

E-mail 1 : girgishannaharoun@yahoo.co.uk

E-mail 2 : girgishanna027@gmail.com

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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

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Humor

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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.

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موقعى باستخدامها . استخدم المؤشر

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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

“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.

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).

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