Transcript Accuracy and Fluency Reading Universe PPT

Reading
Universe
Accuracy and Fluency
Accuracy before Fluency
Read this sentence:
The horse got a cold.
Accuracy before Fluency
Read this sentence:
The horse got cold.
Improving Accuracy
Accuracy improves…
• when students have decoding
strategies in place to decode words.
• when students practice reading
words accurately
An increase in accuracy leads to better
fluency and comprehension.
Research Base
Accurate decoding is an important
foundation of reading
comprehension, and is a skill that
must be mastered if students are
going to be able to “read to learn.”
(Gough & Tunmer, 1986; Vellutino, Tunmer, Jacard, & Chen, 2007)
Accuracy and Fluency
Activity
• Pair up
• One person reads while one person
marks errors
• Read The Boarding House by James
Joyce
• Discuss behaviors and solutions
The Reading Universe
• In The Reading Universe fluency
comes under the heading of “Word
Usage for Meaning.” It is preceded
by vocabulary and followed by
comprehension, which reinforces the
understanding that it is the “bridge”
between word recognition and
comprehension.
What is Fluency?
Fluency refers to the ability of readers
to read quickly, effortlessly, and
efficiently, with good, meaningful
expression.
Rasinski, 2003
• Fluent readers don’t read word-by-word, but
rather in natural-sounding phrases, just the
way they would speak them.
• Fluent readers read with automaticity. That is ,
they process text automatically, requiring little
effort or attention.
• Fluent readers don’t read word-by-word, but
rather in natural-sounding phrases, just the
way they would speak them.
Importance of Fluency
• Fluency is important because it provides a bridge between
word recognition and comprehension (Armbruster, Lehr, &
Osborn, 2001).
• Fluent reading should be a major goal of reading instruction
because decoding print accurately and effortlessly enables
students to read for meaning.
• Students who decode words effortlessly can focus more of
their conscious attention to making meaning for text
(Blevins, 2001).
• They can make connections among the ideas in the text
and between the text and their background knowledge.
• Fluent readers recognize words and comprehend at the
same time. In contrast, less fluent readers must focus their
attention primarily on decoding individual words, which
leaves little attention left for comprehending the text
(Reutzel & Cooter, 2005).
Reading Reality
NAEP National Assessment of Educational Progress (1998)
30% of the 60%
5%
60%
20-35%
Can read at start of
school
Find learning to
read fairly easy
Find learning to
read challenging
Experience
extreme difficulties
Reading Reality
NAEP National Assessment of Educational Progress (1998)
Can read at start of
school
Find learning to
read fairly easy
Find learning to
read challenging
Experience
extreme difficulties
Components of Fluency
Researchers don’t all agree on the
definition of fluency but most seem
to be in agreement about the skills
students must develop to become
fluent readers.
• Automaticity
• Prosody
• Rate
Automaticity
• Automaticity involves fast, effortless word
recognition resulting from extensive reading
practice.
• Some examples of automaticity include the
familiarity with which we shift gears on a car, play
a musical instrument, or play a sport.
• Researchers are discovering that it is not just a
child’s accuracy in recognizing letters and words or
performing phonemic awareness tasks that counts
in terms of the child’s reading progress. It is the
speed with which a child can perform these talks
that is critical and telling (Blevins, 2001).
Prosody
• Quality refers to the reader’s ability
to use proper intonation or
expression.
• This is called prosody, the pitch,
phrasing, and stress in one’s voice.
Prosody gives language its rhythm
and flow. (Prosody comes from the
Greek word meaning accent).
Rate
• Rate involves attaining appropriate
reading speed according to the
reader’s purpose or the type of
passage. (Reutzel & Cooter, 2005).
Automaticity
• Fluent readers read with
automaticity.
• They process text automatically,
requiring little effort or attention.
Increasing Word Recognition
Strategies
By increasing a child’s sight vocabulary
he/she no longer relies on sounding out
words phoneme by phoneme.
• Personal sight words are those
which a child accumulates through
frequent encounters or personal
experience. For example, a pet’s
name or a favorite hobby (baseball)
• High-frequency words include a
generally accepted list or lists of
words that occur often in text and
should be memorized. (such as Dolch
words or Fry’s instant words)
• The ability for a child to decode
words automatically is important to
fluency. Some examples are:
a) decodable words from basal
lessons
b) phrases, sentences, and
paragraphs pulled from stories they
are reading.
• Isolated word recognition is a
necessary but not sufficient condition
for fluent reading. Students who
read words in isolation quickly will
not always transfer that “speed and
accuracy” to connected text.
Fluency/Accuracy Activities
• Speed drills using word lists build fluency
because they help students rapidly recognize
sight words and words with common syllable and
spelling patterns.
• It is recommended that along with limited
amount of frequency words in isolation, students
do repeated reading of high frequency words in
the context of short sentences and phrases.
• Fry’s 300 “instant words” make up approximately
two-thirds of all words students will encounter in
their elementary school reading. It is
recommended that students learn 100 highfrequency words a year, so by the end of third
grade they would have mastered all 300 words
on the Fry’s list.
Problems if this skill is
missed
• Students will probably have difficulty
comprehending written text. They often fail to
understand that the main purpose for reading is
to understand the author’s message.
• Students with inadequate fluency are also likely to
avoid reading because of fear of failure and
negative attitudes. Students who avoid reading
have less exposure to ideas and vocabulary in
books and lose intellectual as well as academic
ground.
• A study done by the NAEP found that 44% of a
representative sample of the nation’s 4th graders
were low in fluency. The study also found a close
correlation between fluency and comprehension.
Why do nearly half of American
children lack fluency?
• Dedicated fluency instruction is rarely
found in classrooms or even in
intervention programs.
How can you help your students
become fluent readers?
• By having students repeatedly read
passages with guidance and
feedback
• By combining reading instruction
with opportunities for them to read
books that are at their independent
level of reading ability.
Reading Text Levels
• Independent Level Text – relatively easy
text for the reader, with no more than
approximately 1 in 20 words difficult for
the reader (95% success)
• Instructional Level Text – challenging but
manageable text for the reader, with no
more than approximately 1 in 10 words
difficult for the reader (90% success).
• Frustration Level Text – difficult text for
the reader, with more than 1 in 10 words
difficult for the reader (less than 90%)
Strategies for Increasing Fluency
Read Aloud
• Students need to have a model voice in their
heads as a reference point when they monitor
their own reading.
• It is particularly important for poorer readers who
have been placed in low reading groups to hear
text read correctly. Otherwise, they are likely to
only hear the efforts of other poor readers in
their group (Blevins, 2001).
• After you model how to read a text, have the
students reread it. By doing this , the students
are engaging in repeated reading.
Strategies for Increasing Fluency
Choral Reading
• Students read along as a group with
the teacher/tutor.
• All students should have a copy of
the text being read.
• Choral reading allows practice
before reading alone.
Strategies for Increasing Fluency
Echo Reading
• As the name implies, the teacher/tutor
reads one sentence or phrase and the
student echoes back the same sentence or
phrase, following the words with a finger
to ensure that the child is actually reading
and not simply mimicking the teacher.
Recorded Texts
• If volunteers or additional personnel
are not readily available, teachers
can allow students to listen to
recorded texts while reading.
• The key to this strategy is that
students listen to the oral rendition
of a text while reading the same text
simultaneously.
The key to all of these
strategies
Practice, Practice, Practice
It is recommended for struggling
readers that 15-20 minutes a day be
set aside for fluency practice.
Rasinski, 2002