Developing Fluency: Theory, Research and Practice

1. Developing Fluency: Theory, Research and Practice Georgia’s Reading First Presentation prepared by Dr. Sharon Walpole Dr. Michael McKenna 1

2. Get a Buddy! 2

3. What do you know about fluency? 3

4. 4 Slide added by GARF Staff

5. 5 Slide added by GARF Staff

6. Goals for Today: to answer the following questions • What is fluency? • Why is it important? • How does it fit within models of reading and reading development? • How can we measure it? • How can we address it during whole-class and needs-based instruction? 6

7. Where does fluency fit in the big picture of reading instruction? 7

8. 5 Pillars of Reading • Phonological Awareness • Phonics • Fluency • Vocabulary • Comprehension 8

9. Phonological Awareness Decoding Sight Word Knowledge Fluency & Context Cognitive Model Automatic Word Recognition Vocabulary Background Knowledge Language Comprehension Reading Comprehension Knowledge of Structure Strategic Knowledge Cognitive Model General Purposes for Reading Specific Purposes for Reading Knowledge of Strategies Print Concepts

10. Exactly what is Fluency? 10

11. How do you think teachers most commonly define fluency? 11

12. After it is fully developed, reading fluency refers to: • a level of accuracy and rate where decoding is relatively effortless; • where oral reading is smooth and accurate with correct prosody; • and where attention can be allocated to comprehension. Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5, 211-239. 12

13. Fluency Accuracy Automaticity Prosody Sight Word Rapid Recognition of Words and Phrases Stress Decoding Pitch Confirming from Context Phrasing 13 Slide added by GA RF Staff

14. How do we know fluency is important? 14

15. Automaticity Theory • Two requirements of reading • Automatic word recognition • Construction of meaning • The more energy spent with decoding, the less remaining for meaning construction Laberge & Samuels (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323. 15

16. Word Recognition Construction of Meaning Automaticity Theory:Laberge & Samuels (1974) Energy Scale 16

17. Automaticity Theory:Laberge & Samuels (1974) Word Recognition Construction of Meaning Energy Scale 17

18. Let’s look at the developmental levels of fluency. 18

19. Fluency requires the child to use phonics and spelling knowledge automatically (DIBELS LNF, ISF, PSF, NWF) Phonemes, Letters, Early Phonics Skills 19

20. Fluency requires the child to automatically integrate phonics and spelling knowledge to recognize entire words (DIBELS ORF) Automatic and Accurate Word Recognition 20

21. Prosody Fluency requires the child to link recognized words into natural phrases, with appropriate enunciation and emphasis (DIBELS ORF) 21

22. Fluency in Connected Text (textual) Fluency at the Word Level (lexical) Fluency within Words (sublexical) 22

23. Sequential Design for Instruction in the Five Dimensions of Reading K-3 ☺= Direct Instruction ☻= Instruction done through Read Alouds 23

24. How do I know who needs Fluency instruction? 24

25. Reading Rates (WPM)not correct words per minute 25

26. Fluency Norms: WCPM 26

27. Oral Reading Fluency Spring Benchmarks from Various Research 27

28. NAEP Oral Reading Fluency Scale 28

29. Talk to you buddy about 29

30. The Fluent Reader • Now, let’s look at strategies for assessing and remediating word recognitions errors • Pages 180-197 30

31. The Fluent Reader • Let’s look at the use of repeated readings for building automaticity: Turn to page 181 in Chapter 8. • In your group, divide the different strategies for assessing reading, IRI’s, One Minute Probes and share. 31

32. Sum It Up Slide added by GARF Staff 32

33. The Fluent Reader • Let’s look at Reader’s Theater: • Page 113-136 Slide added by GARF Staff 33

34. One thing is certain . . . readers develop reading fluency through reading practice. 34

35. Sum It Up:How can we support fluency development within our classrooms?What tools are most helpful? Slide added by GARF Staff 35

36. What level of text is best for fluency work? • Talk to your buddy. What do you think? Slide added by GARF Staff 36

37. With your Buddy, answer these questions: • How will you determine what kinds of text a child should use to develop fluency? • Will it be grade level? • Will it be instructional level? • Will it be independent level? • Under what circumstances should any of these be used? 37

38. With your Buddy, answer these questions: • At what stage in a child’s reading development should s/he begin fluency work? • Is it ever too early? 38

39. From Research We Have Learned that: • Increasing the amount of text that children read orally improves fluency. • Ensuring that the text is at the correct level of difficulty improves growth of fluency development Slide added by GARF Staff 39

40. Traditionally, we have used independent level text for fluency practice. • Fluency practice should be done with independent level text if students are working without support. 40

41. From Research We Have Learned: • The correct level of difficulty should include instructional level, if we: • support students with their initial encounters with challenging texts • provide immediate corrective feedback 41 Slide added by GARF Staff

42. From Research We Have Learned that: • Children may be supported in reading challenging materials through: • Repeated readings of the same text 42

43. From Research We Have Learned that: • Effective approaches monitor children’s reading and provide guidance during repeated and assisted reading • Listening to audiotapes is effective when children are held responsible for reading what is on the tape Slide added by GARF Staff 43

44. Sum It Up How can we increase the amount of reading within each of our classes? What can teachers do to increase practice opportunities during small group? Slide added by GARF Staff 44

45. Guided Oral Reading But why can’t we just do what we’ve always done? Round Robin Oral Reading Instructional time is wasted Each child reads too little; Engagement is low Teacher-provided feedback is of low quality 45

46. Continuum of Support 46

47. Taken from a presentation by Jo Robinson, Conyers, GA , 2008 Bumpy vs. Smooth Reading • Model for children the difference between bumpy and smooth reading • Select phrases from the upcoming story to put on personal lines of print cards • All are known words—this is only for fluency, not recognition • Give each child a different “line of print” to read • Model bumpy again; then have children read bumpy; then have them read smoothly • Have them pass their phrase to the next person; say, Read it in your brain, now read smoothly • Praise one or two children after each reading

48. Personal Lines of Print: Fry Phrases

49. What can teachers do with the whole class?We will preview the following: • Distributed Practice • Fluency Development Lesson • Peer-Assisted Learning Strategies (PALS) • Fluency-Oriented Reading Instruction (FORI) (For reviews of supplemental fluency curricula, consult http://fcrr.org and http://oregonreadingfirst.uoregon.edu/SIprograms. php) 49

50. Confession time: We’ve all done it and some of us are still doing it. Talk to your buddy about your own use of Round Robin. Why do you think the practice is so widespread? Slide added by GARF Staff 50