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Improving Fluency

Improving Fluency. Citrus: Literacy, Learners, & Leaders Developed by Becky Smith, Debbie Stanley, and David Jackson. Literacy is…. Listening Viewing Speaking Thinking Reading Writing Expressing. using multiple symbol systems. Daily Non-negotiables. What is fluency? Reading with ….

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Improving Fluency

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  1. Improving Fluency Citrus: Literacy, Learners, & Leaders Developed by Becky Smith, Debbie Stanley, and David Jackson

  2. Literacy is… • Listening • Viewing • Speaking • Thinking • Reading • Writing • Expressing using multiple symbol systems

  3. Daily Non-negotiables

  4. What is fluency?Reading with … • Pace • Accuracy • Prosody …resulting in automaticity

  5. Why is fluency important? • Fluent readers have better comprehension • Fluent readers perform better in content areas • Fluent readers score higher on FCAT • Fluent readers read for fun

  6. FCRR Study The Florida Center for Reading Research recently conducted a study of the FCAT to answer several important questions: What are the reading, language, and cognitive abilities that are most important in explaining individual differences in performance on the FCAT at 3rd, 7th, and 10th grades? What kinds of skills and knowledge are particularly low in students who struggle on the FCAT? Citrus County Schools, Florida

  7. Fluency 60 Verbal Abilities Non Verbal Memory 50 40 7th Grade 51% Percent of variance accounted for 30 43% 20 22% 10 5%

  8. What skills are particularly deficient in level 1 and level 2 readers at 7th grade? Skill/ability FCAT Performance Level 1 2 3 4 5 WPM on FCAT 88 113 122 144 156 Fluency percentile 7th 25th 45th 82th 95th Phonemic decoding 27th 53rd 53rd 74th 84th Verbal knowledge/ reasoning 34th 45th 64th 88th 93rd SAT9 percentile 31st 51st 68th 86th 94th

  9. Fluency and comprehension • Shinn (1992), reviewing twenty-eight studies, found a median correlation of 0.82 • Fuchs (1988), focusing on middle school, found a correlation of 0.91

  10. Citrus County Schools, Florida

  11. How do we assess fluency?

  12. Basic Procedures for WCPM • Provide two copies of a grade-level text • Mark the place ] after one minute • Mark errors / (skipped words, mispronunciations, substitutions, reversed order, struggles lasting three seconds)* • Count the Words Correct Per Minute *Don’t count self-corrections, insertions, or correct repetitions as errors.

  13. How do we improve fluency?

  14. Pair students Provide appropriate text Read for one minute Chart results Partner Reading Practice

  15. Matching student with text • Independent > 94% accuracy • Instructional 90-94% • Frustration < 90% • Lexile match / Fountas & Pinnell

  16. 3-2-1 Evaluation

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