Transcript Reading Fluency Interventions: More Than Repeated Reading

Reading Fluency
Interventions: More Than
Repeated Reading
National Reading First
Conference
July, 2005
Marcia Davidson
University of Maine
[email protected]
Definition: Fluent

flu·ent
Pronunciation: 'flü-ənt
Function: adjective
Etymology: Latin fluent-, fluens, present
participle of fluere
1 a : capable of flowing : FLUID b : capable
of moving with ease and grace <the fluent
body of a dancer>
2 a : ready or facile in speech <fluent in
Spanish>
b : effortlessly smooth and rapid :
POLISHED
<a fluent performance>
Comprehensive Definition:
Fluency
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“Reading fluency refers to efficient,
effective word recognition skills that
permit a reader to construct the
meaning of a text. Fluency is
manifested in accurate, rapid,
expressive oral reading and is applied
during, and makes possible, silent
reading comprehension.”
(Pikulski & Chard, 2005)
Long Term Trends in Reading
Achievement (Lyon, 2005)
500
National Average
Reading Score
Age at
time of
Testing
Target Group
Average Reading Score
300
250
200
255
208
Year: 71
285
289
290
290
290
288
288
288 17
258
257
257
257
* 260
258
258
259 13
210
215
211
212
209
211
211
212
212
74 75
80
84
88
90
92
94
96
99 …2003
286
285
*
*
256
*
9
National Assessment of Educational Progress, 1971-1999
NAEP 1992 Oral Reading
th
Assessment: 4 Grade
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Oral reading fluency was highly correlated
with reading comprehension.
Errors in reading that changed the meaning
of the text were more directly related to
reading comprehension than non-meaning
related errors.
The most fluent readers read the most
books on their own.
Why is Early Intervention
so Important?
What do we know about the
effectiveness of most special
education interventions for
children with reading difficulties in
third grade and later?
We know that it tends to stabilize
the relative deficit in reading skill
rather than remediate it.
Torgesen, 2004
120
100
80
60
40
70
71.8
20
Torgesen, 2004
G
ra
de
6
G
ra
de
5
G
ra
de
4
0
G
ra
de
3
Standard Score in
Reading
Change in Reading Skill for Children with
Reading Disabilities who Experience
Growth in Reading of .04 Standard
Deviations a Year
Grade Level
Average
Readers
Disabled
Readers
Oral Reading Rate and
Accuracy: Why it is so
Important
Oral Reading Fluency:
Rate and Accuracy
Correct Words per Minute:
Fall to Spring Changes Across
Grade Levels
Reading Rate and
Accuracy
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A proxy for reading proficiency.
Often referred to as Reading Curriculumbased Measurement
Poor face validity, but powerful predictor.
Purposes: screening, progress monitoring,
general outcome measure
National norms for one-minute timings.
NOT the same as mastery measurement.
New Hasbrouck & Tindal
Norms (2004)

Not too different from 1992 norms.
50 %ile:
2nd Gr:
3rd Gr:
4th Gr:
5th Gr:
1992
94 wcpm
114
118
128
2004
89
107
123
139
Factors that might potentially influence
oral reading rate (Torgesen, 2004)
1. Proportion of words in text that are recognized as
“sight words.”
2. Speed with which sight words are processed affected by practice or individual differences in basic
processing speed.
3. Speed of processes used to identify novel or unknown
words -- phonetic decoding, analogy, context.
4. Speed with which word meanings are identified.
5. Speed at which overall meaning is constructed
6. Individual choices about the trade-off between speed and
accuracy
Correct Words per Minute on Grade Level Text
Torgesen, 2005
120
110
Correct Words per Minute
100
33 WPM
90
80
70
45 WPM
60
50
40
Good, Wallin, Simmons,
Kame’enui, & Kaminski, 2002
27 WPM
30
20
W
S
1st Grade
F
W
2nd Grade
S
F
W
3rd Grade
S
Correct Words per Minute on Grade Level Text
Torgesen, 2005
160
Correct Words per Minute
150
140
18 WPM
23 WPM
130
22 WPM
120
Tindal, Hasbrouck, &
Jones, 2005
110
100
F
W
6th Grade
S
F
W
7th Grade
S
F
W
S
8th Grade
Fluency Continuum
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Surface level: Speed
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Deep level: Relation to Comprehension
Looking deeper than
speed and accuracy
Ehri’s Phases of Word
Reading
Pre-Alphabetic
Partial-Alphabetic
Fully-Alphabetic
Consolidated Alphabetic
Prealphabetic Phase
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When a child recognizes the word
“monkey” by looking at the ‘tail’ on the
‘y’.
When a child says “that says stop!”
when they see a red octagonal traffic
sign, but cannot read the word ‘stop’
in isolation.
Partial Alphabetic Phase
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Children begin to understand that
there is a relationship between letters
and sounds, although they tend to rely
on beginning and ending sounds so
they continue to make errors in
reading words.
Partial Alphabetic stage
•Reading bank as book, or bake,
belt, or baseball
•Still a lot of potential for errors
Fully Alphabetic Phase
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Students are able to sound out words
successfully. They know the sound-symbol
connections and move from guessing a
word from the first or last letter in the
partial alphabetic phase, to complete word
decoding sound by sound. When they see
the same word more than a few times, then
that word becomes automatically
recognized. As more and more words
become “sight” words, students move into
the Consolidated Alphabetic Phase.
Building sight word memory
with spelling patterns
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Readers learn that words share
spelling patterns. For example,
common vowel-consonant endings
such as –ight and –eak.
They can form connections between 4
written and spoken syllabic units, INTER-EST-ING, rather than 10
graphophonemic units. (Ehri, 2004)
Moving toward the
Consolidated Phase
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The fastest and least intrusive way to
read text is reading words from
memory by sight. Readers read them
without effort – automatically. The
strength of this automatic learning can
be shown with the Stroop effect.
Stroop Test
Consolidated Alphabetic
Phase
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Students instantly recognize words. And they are
developing instant recognition of common word
patterns which increases their sight word
vocabulary. For example, in the word ‘bank’, a
student in the consolidated phase may understand
the word as ‘b’ plus ‘ank’, processing only 2 units.
In the Fully Alphabetic phase, the student sounds
out ‘bank’ as 4 units (/b/ /a/ /ŋ/ /k/).
Students in the consolidated phase are well
prepared to move into fluent reading. However, as
they increase their sight word skills, they must also
develop vocabulary.
9 Steps to Building
Fluency
1.
2.
3.
4.
Develop orthographic/phonological foundations
(phonemic awareness, letter knowledge,
phonics).
Increase vocabulary and oral language skills.
Effectively teach high-frequency vocabulary and
provide adequate practice.
Teach common word-parts and spelling patterns.
(Pikulski, J.J., & Chard, D.J. (2005). Fluency: Bridge between decoding
and reading comprehension. The Reading Teacher, 58 (6), 510519.
9 Steps to Building
Fluency (2)
5.
6.
7.
8.
9.
Effectively teach decoding skills and provide
adequate practice.
Provide students with appropriate texts to assist
in building fluent reading.
Use guided oral repeated reading strategies for
struggling readers.
Support, guide and encourage wide-reading.
Implement appropriate screening and progress
monitoring assessments.
(Pikulski & Chard, 2005)
Develop
orthographic/phonological
foundations (phonemic
awareness, letter knowledge,
phonics).
Alphabetic Principle
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Teaching phonological awareness and
sound-symbol connections
(phonological-orthographic processors)
Onset - rime
Blending and segmentation skills
Word patterns
Speed Drills
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Students can begin doing speed drills as soon as
they are reading a couple of words. You can make a
speed drill with just 3-4 words (e.g., the, at, am) if
a student is struggling with blending and can’t
really read yet.
For other students, consider drills with word
families (such as the –am, -at, -ame, -ate lists.
Or change the ending consonant in a speed drill
(e.g., man, mat, map, mad).
Rate is usually 50-120 words per minute.
(from Fischer, Concept Phonics. Oxton House)
Relationships Among Phonemic
Awareness, Phonics and Sight Word
Recognition Skills.
Increase vocabulary and oral
language skills.
Effectively teach high-frequency
vocabulary and provide adequate
practice.
Beck, I.L., McKeown, M.G., & Kucan, L. (2002).
Bringing words to life. New York: Guilford.
Bear, D.R., Invernizzi, M., Templeton, S., & Johnston,
F. (1996). Words their way. Columbus, OH: Merrill.
Teach common sight
words to fluency.
For example, children must
automatically recognize words such
as to, of, and, at.
Teach common word-parts
and spelling patterns.
- prefixes, suffixes,
morphemes, word origins
Effectively teach decoding
skills and provide adequate
practice.
Decoding Strategies
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Goal is for words to be recognized
instantly – automatically.
Strong core reading programs provide
systematic, explicit instruction to
support automaticity in word
recognition.
To Be a Fluent Reader:
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A child must be able to recognize most of
the words in a passage “by sight”;
A child must correctly pronounce words 510 times before they become “sight words”;
A child must make accurate first guesses
when they encounter new words, or the
growth of their sight word vocabulary will be
delayed – they will not become fluent
readers.
Torgesen, 2003
To confirm that a word is
correct- other important
word processes:
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Pronunciation must fit spelling.
Syntax confirms that a word is consistent
with the structure of a sentence.
World knowledge and text memory confirm
that word meaning is consistent with a
text’s meaning.
From Ehri, L.C. (1998). Grapheme-phoneme knowledge is
essential for learning to read words in English. In J.L. Metsala
& L.C. Ehri (Eds.), Word recognition in beginning literacy (pp.
3-40). Matwah, NJ: Erlbaum.
Phrasing and Chunking
Text (from Hook, 2001)
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Students who read word-for-word may benefit initially from
practicing phrasing with the alphabet rather than words since
letters do not tax the meaning system.
The letters are grouped, an arc is drawn underneath, and
students recite the alphabet in chunks (e.g., ABC DE FGH IJK
LM NOP QRS TU VW XYZ). Once students understand the
concept of phrasing, it is recommended that teachers help
students chunk text into syntactic (noun phrases, verb
phrases, prepositional phrases) or meaning units until they
are proficient themselves.
Text can be formatted for the student or the student may
write the phrases on an erasable sheet. There are no hard
and fast rules for chunking but syntactic units are most
commonly used.
Chunking and Phrasing
Hook, 2001
Chunking and Paired
Reading
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Pair readers (more proficient readers with less
proficient readers)
Select passage at the instructional level of less
proficient reader
Prepare passage by taking sentences and placing
slash marks between phrases such as: The fast
horse/ won the race.
Model the phrasing for all students first.
Have students take turns reading aloud the
chunked passages.
(U. of Texas Center for Reading and Language Arts)
Provide students with
appropriate texts to assist in
building fluent reading.
The Importance of Text
Features
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“Existing studies suggest that a majority of
first graders do not learn to read as quickly
as the tasks of current first-grade reading
texts demand.” (Hiebert, 2005, p. 262)
Text features and characteristics need to be
considered. There must be explicit
connections between instruction and
primary texts that students are required to
read.
Wide-Reading and Fluencyoriented Oral Reading
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Kuhn study (04-05). Second grade students in 4
groups of 6 students each reading at or below
first-grade level (QRI).
Wide reading, fluency-oriented (FOOR),
listening, and control.
Wide reading and FOOR outperformed other 2
groups in prosody and word recognition.
Wide reading outperformed all groups on
comprehension. Wide reading group read 18
texts and FOOR group read 6. Listening group
heard 18 texts.
Limitations of study
Implications?
Some Types of Repeated
Reading
Student-Adult Reading
 Choral Reading
 Tape-Assisted Reading
 Partner Reading
 Reader’s Theatre (CAUTION)
 Echo Reading
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Choral Reading
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Copies of instructional level passages.
Give students copies of texts.
Model the task by reading the first part of
the text out loud. Set the pace and read
with proper pacing, phrasing and
expression.
Read the same part of the text again and
have students read along with you.
(Vaughn, Linan-Thompson, 2004. Research-based methods of
reading instruction, grades K-3. Alexandria, VA: ASCD.)
Partner Reading
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Prepare copies of short texts at the level of the less
proficient reader’s level.
Pair more proficient readers with less proficient
readers.
Model and explain partner reading procedures.
Assign roles and have students take turns reading.
Student A reads for 1 min. and Student B reads
along. Then, Student B reads aloud the same text
for one minute.
You can have students chart their rate and
accuracy.
(from U. Texas, Center for Reading and Language Arts)
Readers Theatre - Caution
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Too often, children who need the most
practice with guided oral repeated
reading are given the fewest words to
learn in Readers Theatre because they
struggle so much. It is a time
consuming activity.
Consider whether there are more
efficient ways to improve fluency.
Echo Reading
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Give students copies of instructional-level
texts.
Explain that you will read some of the text,
and students will then ‘echo read’ the same
text, modeling your rate and exression.
Read 2-4 sentences. Then, pause for them
to echo read, then read 2-4 more
sentences.
You can tape the 2-4 sentence sections, or
have a student serve as the model reader.
(from National Institute for Literacy, 2001)
Support, guide and
encourage wide-reading.
There is evidence that the
development of language/
vocabulary and cognitive
abilities is positively related to
reading achievement.
(Cunningham & Stanovich, 1998)
Implement appropriate
screening and progress
monitoring assessments.
Sample Screening
Measures
Oral Reading Fluency (ORF): Oneminute Timings
DIBELS and AIMSweb assessments
focus on rate and accuracy at the
level of phonological awareness,
through connected text. Vocabulary
and comprehension skills are
included.
Fluency Activity
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Two Passages: different fluency
demands
Read passages for 30 seconds and
calculate correct words per minute
Discussion