Transcript Fluency Based Reading Instruction

The Fluency Factor
The Missing Link
between
Decoding and Comprehension
Nancy Hennessy M. Ed.
[email protected]
ORBIDA
Feb. 24, 2007
Key Concepts
A
Fluency Primer…
 Proficient Reading and Pathways to
Reading Fluency
 Instructional Implications and
Applications
Fluency is……
Fluency is……
“Fluency is the ability to read a text quickly, accurately, and
with proper expression.”
National Reading Panel, 2000
www.nationalreadingpanel.org
“Accurate reading at a minimal rate with appropriate prosodic
features and deep understanding
Hudson , Mercer & lane, 2000
“The ability to read connected text rapidly, smoothly and
effortlessly with little attention to mechanics of reading such
as decoding.”
Meyers & Felton, 1999
Deconstructing fluency definition…
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Accuracy- percentage of words read
correctly, translates into frustration,
instructional, independent level text levels
Rate-how quickly words are read correctly in a
minute (wcpm), established norms/benchmarks
for age/grade levels e.g.Hasbrouck and Tindal
norms
Prosody-how smoothly passage is read, with
expression and intonation, subjectively measured
e.g. NAEP Oral Reading Scale
Reading Levels
Independent
no more than 1 in 20
words difficult
95%
Instructional
no more than 1 in 10
words difficult
90%
Frustration
more than 1 in 10
difficult
Put Reading First, 2001
www.nifl.org
Deconstructing fluency definition…
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Accuracy- percentage of words read correctly,
translates into frustration, instructional,
independent level text levels
Rate-how quickly words are read correctly
in a minute (wcpm), established
norms/benchmarks for age/grade levels
e.g. Hasbrouck and Tindal norms
Prosody-how smoothly passage is read, with
expression and intonation, subjectively measured
e.g. NAEP Oral Reading Scale
One minute timings…
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Choose a passage at grade level. Student
reads aloud for one minute.
Teachers records errorsmispronunciations, substitutions,
reversals, omissions, words unable to read
after 3 seconds.
Teacher counts number of words read
minus errors=wcpm.
Norms…
 Hasbrouck
& Tindal, 2005
 What do we use these for?
 What else?????
Digging down into the data…..
So, why are you slow????
Digging down into the data…..
So, why are you slow????
Deconstructing fluency definition…
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Accuracy- percentage of words read correctly,
translates into frustration, instructional,
independent level text levels
Rate-how quickly words are read correctly in a
minute (wcpm), established norms/benchmarks for
age/grade levels e.g. Hasbrouck and Tindal norms
Prosody-how smoothly passage is read, with
expression and intonation, subjectively
measured e.g. NAEP Oral Reading Scale (3-4)
NAEP’s Oral Reading Fluency
Scale
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Level 4
Reads primarily in larger, meaningful phrase groups.
Although some regressions, repetitions, and deviations from text
may be present, these do not appear to detract from the overall
structure of the story. Preservation of the author's syntax is
consistent. Some or most of the story is read with expressive
interpretation.
Level 3
Reads primarily in three- or four-word phrase groups.
Some smaller groupings may be present. However, the majority
of phrasing seems appropriate and preserves the syntax of the
author. Little or no expressive interpretation is present.
Level 2
Reads primarily in two-word phrases with some threeor four-word groupings. Some word-by-word reading may be
present. Word groupings may seem awkward and unrelated to
larger context of sentence or passage.
Level 1
Reads primarily word-by-word. Occasional two-word or
three-word phrases may occur, but these are infrequent and/or
they do not preserve meaningful syntax.
The fluency connection to reading
proficiency..
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“When a reader is dysfluent, comprehension is
compromised.” (Camp, Winograd & Zinna, 1981)
“Reading fluency has strong connections to
reading comprehension.” (Pinnell et al, 1995)
“Reading fluency may be at heart of reading
problems for a substantial number of students.”
(Duel, Pressley and Hidden , 2004)
Development of…
“In its beginnings, reading fluency is the product
of the initial development of accuracy and the
subsequent development of automaticity in
underlying sublexical processes, lexical
processes, and their integration in single word
reading and connected text. These include
perceptual, phonological, orthographic, and
morphological processes at the letter, letter
pattern and word level as well as semantic and
syntactic processes at the word level and
connected text level.”
Wolf & Katzir-Cohen, 2001
The fluent reader…..
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reads every letter in
word
reads almost every
word
recognizes high
frequency patterns
breaks words into
syllables
relies little on context
clues
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sounds like speaking
activates extensive
vocabulary
uses knowledge base
to predict what comes
next
focuses attention on
connections,
comprehension
Factors that might potentially influence or
inhibit oral reading rate
J. Torgeson, 2007
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Proportion of words in text recognized as
orthographic units" sight words”
– Speed with which sight words are processed
Speed of processes used to identify novel words
Use of context to speed word identification
– Contextual affects on speed of word recognition
Speed with which word meanings are identified
– How quickly meaning
Individual choices between speed and accuracy
How does fluency develop in
beginning readers???????
Mature
Orthographic
Alphabetic
Early
Alphabetic
Logograhic
incidental
visual cues
letter
knowledge
partial
phoneme
awareness
early sight
word
learning
reading
fluently
by sound,
syllable,
phonememorpheme,
grapheme
correspondence whole word,
families
complete
and
phoneme
analogies
awareness
Linnae Ehri’s Phases of Word Reading
Connection-forming theory… Ehri, 2002
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“Pronunciations are the anchor for written words in memory.
Readers learn sight words by forming connections between
letters seen in spellings of words and sounds detected in their
pronunciation already present in memory.”
“For a reader with well developed phonemic awareness, the
phonological structure of the word serves as mnemonic for
remembering the letters in the spelling.”
“Grapho-phonemic connection provides a powerful mnemonic
system that bonds written words to their pronunciations in
memory along with meaning. Once the alphabetic mapping
system is known, readers can build a vocabulary of sight
words easily.”
Connections are formed that link written words to
their pronunciations and meanings in memory.
Sight Words


“Sight words are words that readers have read
accurately on many occasions. They read the
words by remembering how they read them
previously. The term sight indicates that sight of
the word activates that word in memory, typical
role in sentences and meaning.” (Ehri, 1998)
“Sight words include any word that readers have
practiced reading sufficiently often to be read
from memory.” (Ehri, 2002)
“We believe that the neural circuitry within the
brain has integrated all the features of a word so
that a mere glance at that word instantly activates
its stored model in the word form area located in
the back of the brain. Fluent readers no longer
have to sound out words part by part.”
Shaywitz, 2002
Dysfluent Readers
Ehri and Wilce (1983) found that less
skilled readers do not form these
complete connections.
“don’t unglue from the print”
“..wickedly fractured and slow in
purpose.”
Dyslexia is
primarily a deficit
in decoding/
encoding skills.
Decoding/Encoding
Phonological
Processing
Orthographic
Processing
(Sound Processing)
(Letter Processing)
Phonologic/Orthographic
Association
(Memory Storage/Retrieval/Rapid Naming)
Automaticity
Fluency
Comprehension/Expression
These difficulties
can affect
comprehension.
Semantics
Syntax
Discourse
Morphology
Pragmatics
© Pamela E. Hook, Ph.D.
A synthesis of research on effective interventions for building
reading fluency with elementary students with learning
disabilities.
“Reading fluency problems are apparent at the
same time that children are acquiring word
attack skills.
Thus, the development of reading fluency may
need to be viewed as a concomitant process in
the earliest stages of learning to read words,
rather than as a product of learning to read.
Early reading instruction may need to target not
only word recognition but also fluent word
recognition.
Vaughan & Chard, 2002
One more thing about accuracy
and automaticity….
“If children are allowed to fall behind
in the development of word reading
skills in first, second and third grade,
they miss out on the many
thousands of accurate word reading
repetitions necessary to sustain
normal growth in size of sight
vocabulary.”
J. Torgeson, 2007
VBIDA Presentation
“What does it mean for teaching?”
Jean Chall
(referencing research in a personal
communication, 1988-Stahl et al, 2007)
What do you do?
Research Based Building Blocks for
Instruction
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Phonemic awareness
Phonics
Fluency
Vocabulary
Text comprehension
Put Reading First,
The Research Building Blocks
for Teaching Children to Read,
2001
www.nifl.gov
What about Fluency?
Implications for fluency instruction, need….
Adapted Barbara Foorman,
2006 NCIDA Presentation
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Strong oral language
– Phonological awareness (speech sound
system)
– Syntax (grammatical categories)
– Semantics (word meaning)
– Conceptual knowledge (prior and world
knowledge)
Mastery of the alphabetic system
– Spelling-sound relationships
– Sound-spelling relationships
Practice reading instructional-level text*
– Guided repeated oral reading
Benchmarks
K-6 +
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Initial sound fluency
Letter naming fluency
Phoneme
segmentation fluency
Nonsense word
fluency
Oral reading fluency
Oral retelling fluency
Word use fluency
DIBELS
www.uoregon.edu
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Alphabet
Letter Word Calling
Picture Naming
Phonemic Awareness
Rapid Naming
PAR
www.childsmind.org
Fluency interventions
………..maximally effective if the
reading material is scaffolded to the
child’s instructional level.”
Fletcher et al. 2006
Focused practice……..
 Repeated
reading:
– Sounds
– Letters
– Words
– Phrases/sentences
Fluent letter reading
“Automatic recognition of graphemes is a
critical first step to the development of
letter patterns that make up words or
parts of words.”
(Adams, 1990)
Varied factors:
demands coordination of visual, verbal and attention
systems
familiarity with phonological-orthographic features
not all letters are created equal-make all high
frequency
(Neuhaus, 2002):
Words
“If words are not identified accurately in
sufficient repetitions, the accurate
orthographic representations are not
formed and words must be recognized
through analytic means that take more
time than recognition on the basis of a
unitized orthographic representation.”
Torgeson et al, 2000
Single word reading-how
many times?….
Normal reader four-five times
Up to 40 exposures for LD child???
Phrases
“a considerable amount of research has
demonstrated that helping students learn
to read in phrases will improve reading
fluency and overall reading achievement.”
Rasinki, 2003
Which words and phrases????
 High
frequency and/or irregular word
 Controlled
– Real
– Nonsense
or decodable
Fry Instant
Word List,
1980
50% of
words
encounter
in
elementary
school
reading
Don’t forget!!!!
“Competent reading requires skills that
extend beyond the single word level to
contextual reading, and this skill can best be
acquired by practicing reading in which the
words are in am meaningful context.”
(NICHD, 2000)
Repeated readings are a research-based instructional
intervention, shown to be effective in developing fluency.
The repeated reading method emerged from the theory of
automatic information processing in reading (Samuels,
1997).
According to this theory, a fluent reader decodes text
automatically, without attention, thus leaving attention free
to be used for comprehension.
During repeated readings, students read sections of text
aloud repeatedly until the desired fluency is achieved.
Curriculum-based measurement methods are used to
collect daily data on reading rates.
“Guided oral reading with repetition effective in
improving reading fluency and overall
achievement…”
NRP, 2000

Practices that emphasize repeated or guided oral
reading practice:
– Repeated reading (individual & group)
– Assisted reading e.g. neurological impress
– Tutor-based techniques e.g. paired reading,
peer tutoring, cross age
– Tutoring
Fluency and comprehension gains as a
result of repeated reading: a metaanalysis…

If repeated reading is intended as an intervention to
improve students' overall reading fluency and
comprehension (i.e., transfer), then the conditions that
produce larger effect sizes include:
–
–
–
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Passages read aloud to an adult
Passages read 3-4 times
Corrective feedback on word errors given
Passages read until a performance criterion is reached.
Therrien, 2004
Suggested Procedure
Repeated Reading
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select paragraph, short story at instructional level
(decodable or controlled)
preview vocabulary/story
adult reads aloud-student follows along
read together (impress)
student repeats (3-4 times optimal)
graph speed, provide feedback on and
record errors
follow-up with comprehension questions
Assisted reading…..
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Neurological Impress-teacher and student read
simultaneously, teacher slightly faster and
louder…..
– Choral-entire group reads one text in unison (variations
on a theme-refrain, antiphonal etc…)
– Echo reading- teacher reads, student echoes
– Tape or technology assisted reading (e.g. Reading
Soliloquy)

Multicomponent interventions such as RAVE-O
include instruction in word retrieval, vocabulary,
orthography, and fluency (Wolf & Bowers, 1999).
Paired reading
My turn, your turn….
Adapted-Rasinki,2003
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Two readers-one more proficient than the other
Pair can be:
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–
–
–
–
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parent and child
teacher and child
para and child
older student and child
two children same grade, different levels of proficiency
Text that has been practiced or is familiar, instructional level
Sit side by side, more proficient reader begins his/her section
while partner follows with finger on text (adjust rate to push
partner, read somewhat louder voice what is difficult for partner)
Then second reader reads his/her section, partner can provide
accurate pronunciation, have partner repeat word if needed
Partners should question each other-provide prompts e.g. What
was most important word (s) in your section?
Provide recording sheets and incentives
Prosody
…..contextual reading at a smooth
and even pace with expression.
….intrinsically elegant in both
form and cadence
(Kame’enui, 2000)
Prosody and prosodic reading….
 is
a combination of spoken language
features
 reflects an understanding of
meaningful phrasing and syntax
 reflects recognition of reading cues
Prosodic Cues
Strategies
Punctuation exercises
 Phrase strips
 Sentence strips
 Phrase cued reading

Phrase-Cued Reading
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Reading phrases with good expression
can be taught directly.
Put the text on an overhead
transparency.
Have student slide the eraser of his
pencil under phrases. The teacher
models this “scooping” process first,
then asks students to follow the model.
Text can be written—and read—
in phrases.
The most effective
intervention for for the
dyslexic reader……
EARLY INTERVENTION
Thanks!!!!
[email protected]
Resources…
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Speed Drills from Concept Phonics 1-800-539READ
Great Leaps Reading Program 1-800-GRLEAPS
Language! www.sopriswest.com
Read Naturally www.readnaturally.com
The Six Minute Solution: A Reading Fluency
Program www.sopriswest.com
Quick Reads www.quickreads.org
Wilson Fluency Kit www.wilsonlanguage.com
References…
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Chard D.J. & Vaughn S. (2002). A synthesis of research on effective
interventions for building reading fluency with elementary students with
learning disabilities. Journal of Learning Disabilities, (35)5, 386-406.
Ehri, L. (2002). Phases of acquisition in learning to read words and
implications for teaching. In R. Stainthorp and P. Tomlinson (Eds.)
Learning and teaching reading. London: British Journal of Educational
Psychology Monograph Series II.
Moats, L. (2005). Language essentials for teachers of reading and spelling
Modules 5. Longmont, Co: Sopris West.
Meyer, M. & Felton, R. (1999) Repeated reading to enhance fluency; Old
practices and new directions. Annals of Dyslexia, 49, 293-306.
Torgesen, J.K., Rashotte, C.A., Alexander, A. (2001). Principles of fluency
instruction in reading: Relationships with established empirical outcomes.
In M. Wolf (Ed. ), Dyslexia, Fluency, and the Brain. Parkton, MD: York
Press.
Rasinski, T. (2003). The fluent reader. New York: Scholastic Press.
Speece, D.L. & Ritchey, D. (2005) A longitudinal study of the development
of oral reading fluency in young children at risk for reading
failure. Journal of Learning Disabilities, (38)5, 387-399.
Stahl. K.D., & McKenna, M.C., (2006) Reading research at work;
Foundations of effective practice. New York: Guilford Press.
Therrien, W.J. (2004). Fluency and comprehension gains as a result of
repeated reading: a meta-analysis. Remedial and Special Education, (25)
4, 252-261.
Wolf, M. & Katzir-Cohen, T. (2001). Reading fluency and intervention.
Scientific Studies of Reading, 5(3)211-239.