Transcript Automaticity and Fluency With the Code

AUTOMATICITY AND FLUENCY WITH THE CODE
Planning for Instruction
Sarah Mc Donagh, Ph.D. [email protected]
Western Regional Reading First Technical Assistance
Center
Content Development
Content developed by:
Edward J. Kame’enui, Ph. D.
Professor, College of Education
University of Oregon
Deborah C. Simmons, Ph. D.
Professor, College of Education & Human
Development
Texas A & M University
Beth Harn, Ph. D.
College of Education
University of Oregon
Sarah Mc Donagh, Ph. D.
Western Regional Reading First
Technical Assistance Center
University of Oregon
Prepared by:
Patrick Kennedy-Paine
University of Oregon
2
Acknowledgments
 U.S. Department of Education, Office of
Special Education Programs
 Institute for the Development of Educational
Achievement, College of Education, University of
Oregon
 Dr. Sharon Vaughn, University of Texas at Austin,
Texas Center for Reading and Language Arts
website: http://www.texasreading.org/utcrla/
3
Copyright
 All materials are copy written and should
not be reproduced or used without
expressed permission of Dr. Edward J.
Kame’enui or Dr. Deborah C. Simmons.
Selected slides were reproduced from
other sources and original references cited.
4
Session Objectives
The objectives of today’s session are to:
1.
Define automaticity and fluency, and identify the components of
reading fluency.
2.
Identify what the research tells us about the importance of fluency and
effective fluency instruction.
3.
Determine how to assess automaticity and fluency development and
establish the need for fluency building.
4.
Plan for automaticity and fluency instruction in the classroom.

Select and sequence letter-sounds, words and text to enhance oral reading
fluency.

Set appropriate fluency goals.

Select and deliver instructional strategies to promote automaticity and
fluency in letter sounds, irregular word reading and passage reading.
5
 Fluency with the Code:
“The ability to read connected text rapidly, smoothly,
effortlessly, and automatically with little attention to the
mechanics of reading such as decoding”
(Meyer & Felton, 1999, p. 284)
6
 Principal components of reading fluency:
 Accuracy in decoding
 Automaticity in word recognition
 Appropriate use of prosodic cues
7
Definitions

Automaticity: The ability to translate letters-to-sounds-to-words
fluently, effortlessly. LaBerge and Samuels (1974) described the
fluent reader as "one whose decoding process are automatic,
requiring no conscious attention" (cited in Juel, 1991, p. 760). Such
capacity enables readers to allocate their attention to the
comprehension and meaning of text.

Fluency: The combination of accuracy and speed in reading
connected text. Fluency in oral reading includes additional
dimensions involving the "quality" of oral reading including intonation
and expression.

Passage Reading: Structured activity in which students read stories
or connected text designed to provide practice and application of
decoding and comprehension skills. Passage reading provides
students the practice to become accurate and fluent.
8
Session Objectives
The objectives of today’s session are to:
1.
Define automaticity and fluency, and identify the components of reading
fluency.
2.
Identify what the research tells us about the importance of fluency
and effective fluency instruction.
3.
Determine how to assess automaticity and fluency development and
establish the need for fluency building.
4.
Plan for automaticity and fluency instruction in the classroom.

Select and sequence letter-sounds, words and text to enhance oral reading
fluency.

Set appropriate fluency goals.

Select and deliver instructional strategies to promote automaticity and
fluency in letter sounds, irregular word reading and passage reading.
9
Why Fluency is Important?
 Fluency “may be almost a necessary condition for
good comprehension and enjoyable reading
experiences” (Nathan & Stanovich, 1991, pg. 176).
 If a reader has to spend too much time and energy
figuring out what the words are, she will be unable to
concentrate on what the words mean (Coyne,
Kame’enui, & Simmons, 2001).
10
What the Research Says About Fluency
Fluent readers:
 Focus their attention on
understanding the text
 Synchronize skills of
decoding, vocabulary,
and comprehension
 Read with speed and
accuracy
 Interpret text and make
connections between
the ideas in the text
 Nonfluent readers:
 Focus attention on
decoding
 Alter attention to
accessing the meaning of
individual words
 Make frequent word
reading errors
 Have few cognitive
resources left to
comprehend
11
What the Research Says About Fluency
 Successful readers...
 rely primarily on the letters in the word rather
than context or pictures to identify familiar and
unfamiliar words.
 process virtually every word they read.
 use letter-sound correspondences to identify
words.
 have a reliable strategy for decoding words.
 read words numerous times to build instant
recognition.
12
What Skills Does Fluency Include?
 Accurate and efficient skills in:
 Letter-sound correspondences (alphabetic
understanding)
 Blending sounds to form words (alphabetic
principle)
 Word identification (regular and irregular)
 Word knowledge or vocabulary
 Comprehension monitoring
13
Instructional Priorities: Grade 1
14
Instructional Priorities: Grade 2
15
Instructional Priorities: Grade 2
16
Instructional Priorities: Grade 3
17
Critical Elements in Automaticity & Fluency with
the Code
 The National Reading Panel report (2000) indicates the
following elements as essential in Fluency Instruction:
Repeated
Readings
Keep the
end in mind..
Fluency is only
part of the
picture!
Corrective
Feedback
Not all children
need all...
differentiate!
Relatively brief
sessions (15-30
minutes)
18
Critical Elements in Automaticity & Fluency with
the Code

Activities should involve the following:
1. Repeated reading of materials that students read
with good accuracy (>90%)
2. Regular practice at the skill (e.g., multiple times a
day/week) with short time intervals (15-30 minutes)
3. Corrective feedback from teacher/instructor
4. Ambitious goal setting
5. Graphing/charting of learner performance
6. Modifying instructional materials as student
performance warrants
19
Application Activity:
Identifying SBRR in Practice
 Work in small groups to analyze two
lessons, and evaluate the
effectiveness of the instruction in
terms of the critical elements of
automaticity and fluency with the
code.
20
Session Objectives
The objectives of today’s session are to:
1.
Define automaticity and fluency, and identify the components of reading
fluency.
2.
Identify what the research tells us about the importance of fluency and
effective fluency instruction.
3.
Determine how to assess automaticity and fluency development
and establish the need for fluency building.
4.
Plan for automaticity and fluency instruction in the classroom.

Select and sequence letter-sounds, words and text to enhance oral reading
fluency.

Set appropriate fluency goals.

Select and deliver instructional strategies to promote automaticity and
fluency in letter sounds, irregular word reading and passage reading.
21
Assessing Automaticity and Fluency
DIBELS NWF & ORF
 Each measure is designed to assess accuracy
and fluency.
 Accuracy: How well does the child perform the skill?
 Fluency: How easily or quickly does the child perform
the skill?
 The best way to gather this information is to use
the student booklets and examine responses to
the task.
22
Assessing Automaticity: DIBELS NWF
The DIBELS Measure Used to Assess Automaticity:
NWF
 Nonsense Word Fluency (NWF) for 1st Grade
 How Well? 50
 By When? Middle of First Grade
 Interim performance predictive of the later goal:
24 at the beginning of First Grade
23
Assessing Automaticity: DIBELS NWF
Examine Student Booklets for Patterns
 How well does the child perform the skill?
 Accuracy
 Skill
Example nonsense
word “fek”
Letter sound
Letter sound & blend
Word level
Student Response
Student says:
/f/ /e/ /k/
/f/ /e/ /k/ /fek/
/fek/
24
Assessing Automaticity: DIBELS NWF
 When analyzing student performance, look
for patterns of performance:
 Words or sounds Correct?
 Specific sounds correct (e.g. stop vs. continuous),
blends, words that begin with continuous
sound, vowels, etc.
 Pattern of Errors?
 Specific sounds (e.g., stop vs. continuous),
substitutions, omission, errors involving vowels.
 Make sure to rule out articulation, hearing
difficulties, or simply having a bad minute!
25
Assessing Automaticity: DIBELS NWF
 How easily and quickly does the child perform the
skill?
 How many nonsense words were attempted?
 A score of 50 letter-sounds per minute involving 20 words is
an indication of a whole word strategy.
 A score of 50 letter-sounds per minute involving 12 words is
an indication of a sounding out strategy.
 How many errors did the student make?
 Determine accuracy by dividing the number of letter-sounds
read correct by total letter-sounds read.
 33 correct / 52 total attempted = 63% accuracy
26
Assessing Automaticity: DIBELS NWF
Examine Student Booklets for Patterns
 How well does the child perform the skill?
 Accuracy
 Fluency
 General performance patterns:
 Not Accurate: student makes many letter-sound/nonsense word
reading errors or is prompted by the examiner to move on to
additional items.
 Accurate but Slow: student reads letter-sounds/nonsense words with
over 90% accuracy; however, many hesitations, repetitions and slow
pace.
 Fast but Not Accurate: student is fast but makes many lettersound/nonsense word reading substitution errors.
 Fluent Reading: student reads letter-sound/nonsense words with
good speed and accuracy.
27
Assessing Automaticity: DIBELS NWF
Frank
 What is Frank’s knowledge of
the alphabetic principle?
 Inconsistent on letter-sounds
 Does not blend any sounds
together
 How accurately can Frank
perform the skill?
 70% accuracy
 Readiness for automaticity
instruction?
16
 Focus on accuracy
instruction
 Develop automaticity with
known letter-sounds
 Instructional implication?
 He is in need of intensive
intervention to meet the end
of year goal of being a
reader.
28
Assessing Automaticity: DIBELS NWF
Tanya

What is Tanya’s knowledge of the
alphabetic principle?




How accurately can Tanya perform
the skill?




100% accuracy
Readiness for automaticity
instruction?

58
Accurately produces all letter
sounds
Consistently blends sounds
together to read the word
Not required at the letter-sound
level
Develop automaticity with known
words: regular and irregular
Provide opportunities for
connected text reading
Instructional implication?


Has met mid year benchmark.
Move to instruction on connected
text reading.
29
Application Activity
 Work in small groups to complete two
additional NWF case scenarios. In doing
so, please determine the instructional
implications for each case.
Is letter-sound and word reading automaticity an appropriate target
for instruction for these students? Why or why not?
30
Assessing Fluency: DIBELS ORF
DIBELS Measure Used to Assess Fluency:
 Oral Reading Fluency (ORF) at the beginning of
the year. Interim or progressive benchmarks by
grade:
 2nd: 44 Correct words per minute
 3rd: 77 Correct words per minute
31
Assessing Fluency: DIBELS ORF
Examine Student Booklets for Patterns
 How well does the child perform the skill?
 Accuracy
 Fluency
 General reading patterns:
 Not Accurate: student makes many word reading errors or is
provided words after the 3-second wait.
 Accurate but Slow: student reads words with over 90%
accuracy; however, many hesitations and repetitions.
 Fast but Not Accurate: student is fast but makes many word
reading or word substitution errors.
 Fluent Reading: student reads with good speed and accuracy.
32
Assessing Fluency: DIBELS ORF
 When analyzing student performance, look
for patterns:
 Specific word types, sight words, or other
words read correctly and incorrectly.
 Hesitations, self-corrections, repetitions
 Rule out articulation, hearing difficulties, or
having a bad minute!
33
Assessing Fluency: DIBELS ORF
 How easily and quickly does the child
perform the skill?
 How many words did the student read
correctly?
 How many errors did the student make?
 Determine accuracy of reading by dividing
the number of words read correct by total
words read.
 45 words correct / 57 total words=79%
accurate
34
Assessing Fluency: DIBELS ORF
Terry
 How well is Terry
reading?
 Accurate but slow
 How accurately can he
perform the skill?
 92%!
 Readiness for fluency
instruction?
 Fluency building and
sight word instruction
may be appropriate
35
Assessing Fluency: DIBELS ORF
Dan




How well is Dan reading?
 Making many word reading
errors.
 Reads at a slow pace.
How accurately can he perform the
skill? 70%
How easily can he perform the skill?
 Labored approach
Readiness for fluency instruction?
 Intensive instruction in decoding,
irregular word reading, and
advanced word reading.
 Check alphabetic principle skills
with NWF. Automaticity
instruction may be appropriate.
36
Application Activity
 Work in small groups to complete two
additional ORF case scenarios to determine
instructional implications.
Is connected text fluency instruction an appropriate target for
instruction for these students? Why or why not?
37
Application Activity
Using Your Data to Plan for Instruction

Examine the Fall DIBELS benchmark booklets for each
of your students. Complete the following steps for each
student probe on the provided worksheet:
1.
2.
3.
4.
Select probe to examine for whole class (NWF or ORF)
Identify error patterns: specific sounds (e.g., stop vs.
continuous), substitutions, omission, hesitations, vowels, word
types, sight words, decoding strategies etc.
Calculate fluency score and accuracy score.
Determine instructional implication



Is the score in the Low Risk, Some Risk or At Risk range? (see
progressive benchmarks on slides 40 & 41)
Is the performance: Not Accurate, Accurate but Slow, Fast but Not
Accurate, or Fluent
Determine whether automaticity/fluency instruction is appropriate
38
Progressive Benchmarks
Is the Student On-Track to Achieve the Benchmark Goal?
First Grade Measures
Beginning
Measure
LNF
PSF
NWF
ORF
Score
< 25
25-36
≥ 37
< 10
10-34
≥ 35
< 13
13-23
≥ 24
Status
At risk
Some risk
Low risk
Deficit
Emerging
Established
At risk
Some risk
Low risk
Middle
End
Score
Status
Score
Status
< 10
10-34
≥ 35
< 29
30-49
≥50
<7
8-19
≥ 20
Deficit
Emerging
Established
Deficit
Emerging
Established
At risk
Some risk
Low risk
< 10
10-34
≥ 35
< 29
30-49
≥ 50
< 19
20-39
≥ 40
Deficit
Emerging
Established
Deficit
Emerging
Established
At risk
Some risk
Low risk
39
Progressive Benchmarks
Is the Student On-Track to Achieve the Benchmark Goal?
2nd & 3rd Grade ORF Scores
Beginning
Measure
Score
Status
Middle
End
Score
Status
Score
Status
< 70
70-89
≥ 90
At risk
Some risk
Low risk
2nd
Grade
ORF
< 26 At risk
26-43 Some risk
≥ 44 Low risk
< 52
52-67
≥ 68
At risk
Some risk
Low risk
3rd
Grade
ORF
< 53 At risk
53-76 Some risk
≥ 77 Low risk
< 67
67-91
≥ 92
At risk
< 79 At risk
Some risk 80-109 Some risk
Low risk
≥ 110 Low risk
40
Session Objectives
The objectives of today’s session are to:
1.
Define automaticity and fluency, and identify the components of reading
fluency.
2.
Identify what the research tells us about the importance of fluency and
effective fluency instruction.
3.
Determine how to assess automaticity and fluency development and
establish the need for fluency building.
4.
Plan for automaticity and fluency instruction in the classroom:

Select and sequence letter-sounds, words and text to enhance oral
reading fluency.

Set appropriate fluency goals.

Select and deliver instructional strategies to promote automaticity and
fluency in letter sounds, irregular word reading and passage reading.
41
Instructional Components for Automaticity and
Fluency with the Code
Automaticity with the code involves instruction
in building automaticity at the sound or word
level
Fluency with the code involves instruction in
building fluency within and between sentences
“Fluency may be almost a necessary condition for good
comprehension and enjoyable reading experiences.”
(Nathan & Stanovich, 1991)
42
Determining Readiness for Automaticity
Instruction
Students are ready to practice developing automaticity
with letter-sounds, regular and irregular words when
they can accurately identify some:
 letter-sounds,
 regular words, and
 irregular words
Or when their DIBELS data indicates necessity
43
Guidelines for Selecting Letter-Sounds and Words
for Automaticity Instruction
 Select letter-sounds and words based on priority and utility
(frequently occurring and used in text reading).
 Select letter-sounds and words (both regular and irregular)
students are able to identify accurately. Provide additional
accuracy instruction on letter-sounds and words not identified
accurately.
 Separate highly similar examples: auditory (b, d) and visual (v,
w) on early practice.
 Begin letter-sound instruction with lower case letters and move
to upper case letters as students demonstrate fluency.
44
Automaticity Instruction: Lesson Design
Considerations
 Include multiple examples of each letter sound/word in the practice
set.
 Provide two to three short practice opportunities per day.
 Decrease the amount of time per response (3 - 2 – 1 second).
Students should be able to respond to each letter-sound/word within
one second.
 Remove letter-sounds/words students identified accurately and
automatically for 2 consecutive weeks.
 Review errors from previous lessons and provide continued practice
with sounds/words students find difficult.
45
Setting Goals for Automaticity Instruction
2 approaches to setting automaticity goals:
 Program provided
 A final response rate of 1.5 sounds/words per second
is considered an adequate minimum response time
enabling transfer to reading comprehension
(Levy, B. A., Abello, B., & Lysynchuk, L., 1997)
46
Selecting and Implementing Instructional
Strategies for Automaticity Instruction
 Implement the strategies provided in the core
reading program. Determine:
 if the strategies in the core are appropriate as is.
 if the strategies in the core require enhancement.
 Will the students require additional
activities/games outside of the core to provide
practice and review?
 Will the students require a supplemental or
intervention automaticity program?
47
Letter-Sound Automaticity Example:
The 1 Minute Dash
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Identify a set of letter sounds students can correctly identify.
Include multiple cards of each letter in the set.
Set a goal (i.e., 30 letter sounds correct).
Do a 1-minute small-group practice. Position cards so all can see.
Start the stop watch.
Present the first letter sound card so that all students answer.
Provide quick corrective feedback on errors.
Continue presenting letters.
Letter-sounds correctly identified go in one pile.
Place errors in a second pile.
At the end of 1 minute, tally the number of letter sounds correct.
Review errors and repeat activity for 1 more minute.
48
Word Reading Automaticity Examples
1. Paired peer practice. Pair a higher performer with a
child who needs fluency practice. Use similar
procedures as in 1-Minute Dash. Each child may use
his/her set of known but not fluent words.
2. Word recognition grid. Prepare a 5x5 grid of 5
words. One word per row randomly ordered. Include a
short review of words. Then, do a timed recall of the
words.
49
5 x 5 Grid
the
a
to
you
he
a
he
you
to
the
to
you
he
the
a
you
the
a
he
you
he
to
the
a
he
(Modification of Region XIII Texas Educational Service Center)
50
Determining Readiness for Connected Text
Fluency Instruction
Students are ready to practice developing fluency in
connected text when they can:
 rapidly identify letter-sounds, regular words, irregular
words, and read sentences.
 accurately read instructional level connected text.
 correctly read 30-40 words in one minute.
Or when their DIBELS data indicates readiness.
51
Guidelines for Planning for Fluency Instruction
 Select passages students can read with 90-95%
accuracy.
 Schedule repeated opportunities for students to hear
models of fluent reading and/or practice the passage.
 Set goals for students to improve their fluency.
 Aim to reduce the time and number of errors.
 Incorporate reading with expression once students reach
60 words correct per minute on grade level passages.
 Gradually move from oral to silent reading.
52
Setting Goals
3 approaches to setting fluency goals:
 Program provided
 30% beyond cold reading
 Grade level norms
53
Set Ambitious Goals
• Identify starting words correct per minute (e.g., 30 wcpm
minute).
• Identify end of year grade level target (e.g., 90 wcpm)
• Subtract current wcpm from target & determine whether this
is a realistic target (i.e., 60 wcpm is highly ambitious).
• Set goal and define weekly learning targets (i.e., amount of
growth/number of instructional weeks).
• Monitor progress over time.
54
National ORF Rates by Grade Level
*n = number of median scor es fr om per centile tables of districts (maximum possible = 8).
**WCPM = wor ds corr ect per minute.
***SD = the average standar d deviation of scor es fr om fall, winter , and spring for each grade level.
Tindal & Hasbr ouck (1992)
55
ORF Growth Rates
Oral Reading Fluency W eekly Progress Data
Number of
Students
Words per Week
Improvement
Minimum
Progress
Maximum
Progress
Grade 1
19
2.10
.35
4.97
Grade 2
25
1.46
.71
4.00
Grade 3
14
1.08
.43
2.43
Grade 4
16
.84
.47
1.41
Grade 5
20
.49
.04
1.12
Grade 6
23
.32
-.22
.97
Fuch s, Fu chs, H am lett , Walz, & G erm an n (1993).
56
Selecting and Implementing Instructional
Strategies for Fluency Instruction
 Implement the strategies provided in the core
reading program. Determine:
 if the strategies in the core are appropriate as is.
 if the strategies in the core require enhancement.
 Will the students require additional
activities/games outside of the core to provide
practice and review?
 Will the students require a supplemental or
intervention fluency program?
57
Connected Text Fluency Instructional Strategies
 Repeated Reading
 Small Group: choral reading
 Indvidual: repeated reading
 Small Group: partner reading
 Previewing Strategies
58
Connected Text Fluency Instructional Strategy:
Repeated Reading
1. Not a replacement for beginning reading instruction.
2. Not intended to constitute the reading curriculum.
3. A short duration, frequently scheduled procedure to
increase oral reading fluency.
(modified from Hasbrouck, 1998)
59
Connected Text Fluency Instructional Strategy:
Repeated Reading
Research has demonstrated that repeated
reading:
 Significantly increases reading rate, accuracy, and
comprehension
 Works with older students as well as elementary
children
 Fosters fluent word recognition through multiple
exposures to words
 Encourages rapid decoding and permits greater
attention to understanding the text
 Provides children an opportunity to orally read at a
more fluent level then typical reading instruction allows
60
Connected Text Fluency Instructional Strategy
Repeated Reading Methods
1. Fixed-timed readings (1 minute) in which student reads the
same text repeatedly (e.g., 3 times).
2. Fixed-passage readings (e.g., 100 words) in which student
calculates the time it takes to read the same 100 words on
successive trials.
3. Tape-recorded repeated readings.
4. Peer preview.
5. Partner reading.
(modifed from Hasbrouck, 1998)
61
Connected Text Fluency Instructional Strategy
Small Group Strategy: Repeated Choral Reading

The 3-Step Process
1. Teacher Reads
2. Teacher and Students
Read Together
3. Students Read

Prior to reading
 Pre-teach difficult words (irregular, vocabulary and
decoding)
 Preview Text and Make predictions
 Carefully select text that students
will be successful at reading (>90%)
Adapted from: http://www.texasreading.org/tcrla/publications/publications.htm
62
Repeated Choral Reading: Expanded Steps
 Teacher reads: Read the passage, modeling good fluency
and expression and running your finger underneath the
words. The students follow along as the teacher reads.


Keep a steady pace – Chunk the material
Teacher can strategically pause to ensure all are actively reading
along
 Students and teacher read: After hearing the teacher
read, the students read the passage with the teacher
running finger smoothly under the words being read.

Teacher monitors to correct errors and provide feedback
 Students read: The students read the passage with the
teacher monitoring and providing feedback.


Correcting errors
Modeling/Monitoring comprehension by pausing to ask questions or
making predictions
Adapted from: http://www.texasreading.org/tcrla/publications/publications.htm
63
Connected Text Fluency Instructional Strategy
Individual Strategy: Repeated Reading

For individual students needing to increase reading
fluency use the following steps:
1.
2.
3.
4.
5.
6.
Identify short reading passages (approx. 150 words)
students can read with >90% accuracy
Have student read for 1-minutes as quickly and accurately
as possible and determine words correct per minute (cold
reading)
Identify and mark a target rate approximately 30% faster
than cold reading
Have student independently reread passage with
timer until they obtain target rate
Teacher repeats step 2 to determine if goal was
determined
Graph progress
(Adapted from Howell & Nolet, 2001)
64
Example of Repeated Reading Steps
1.
2.
3.
4.
5.
6.
Identify passages
student can read with
high accuracy
Collect cold reading
cwpm
Determine 30%
increase wpm and mark
Student practices
reading out loud with
timer to reach goal
Teacher does hot timing
again
Monitor and graph
progress
65
Ensuring Progress Toward the Benchmark Performance
Johnny's Reading Progress
Goal: Johnny wll read 60 WRC per minute on 2nd Grade material by February 1
100
Fluency building instruction implemented
90
80
Words Read Correctly
70
60
50
40
30
20
10
0
Nov. 3
Nov. 10
Nov. 17
Nov. 24
Dec. 1
Dec. 9
Dec. 17
Dec. 22
Jan. 6
Jan. 14
Jan. 21
Dates of Progress Monitoring
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Connected Text Fluency Instructional Strategy
Small Group Strategy: Partner Reading
 Time spent orally reading is a good predictor of later
reading achievement
 Peer/partner reading is a simple method to provide children
more opportunities to read and receive feedback on their
reading
 Students enjoy the approach
 Effective at building student fluency in reading
 Provides children a highly structured and engaged
instructional reading opportunity
 There are a variety of strategies/programs available:
 Classwide Peer Tutoring (CWPT)
 Peer Assisted Learning Strategies (PALS)
 Reciprocal Peer Tutoring (RPT)
 Each program has similar components
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Common Components Across Partner/Peer Tutoring
Approaches
 Incorporated within the regular part of the
reading program
 Completed 2-5 times a week
 Careful selection of reading materials
 Students must be trained on steps of
approach
 Performance pairing of students
 Active reading
 Progress monitoring of all students to adjust
pairing as necessary
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Guidelines for Pairing Students
It is not necessary for the highest skilled readers to work
with the students of greatest need. When pairing students
consider the following:
• Rank order students according to reading fluency.
• Split the rank ordered list into the top and bottom halves.
• Pair the top ranked student in the upper half with the top ranked
student in the lower half (i.e., #1 with # 13 if class has 26
students). See Teacher Reports!
• Adjust pairings according to “personality” issues.
• Maintain pairs approximately 4 weeks.
(Modified from Hasbrouck, 1998)
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Guidelines for Partner Reading Activities
1. Teacher needs to select appropriate reading material
for lower skilled student to be successful in reading.
• Create a folder for students including passages
and graphs for each student
• Determine the length of time for the activity and
lead the group to keep pace brisk
2. Teacher needs to model steps of partner reading.
3. The higher performing reader reads first as a model.
4. Both students should have an opportunity to lead the
reading (coaches and players)
5. Teacher should monitor the group in the activity and
reinforce for appropriate behavior.
6. At the end of the activity, have both students
summarize what they just read (e.g., retell, main
ideas, characters, etc.).
7. Periodic progress monitoring to ensure progress and
to readjust pairs.
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Connected Text Fluency Instructional Strategy:
Previewing Strategies
 Increasing the likelihood of students reading with good
accuracy and rate
 Preview text and prime background knowledge
 Teach students to preview text and make predictions
about the text before reading

Teacher should model strategies by doing a “think aloud”
procedure (“Look at the title, pictures, …”)
 After preview, teach students to think about what they
already know about the topic and what more they would
like to learn

Teacher should provide a model of effective strategies for
prediction (“I think this story will be about…”
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Connected Text Fluency Instructional Strategy:
Previewing Strategies
 Preteach words that are difficult to read and
understand:
 Identify words that will be barriers to student
independent reading (e.g., content, vocabulary, etc.)
 Teach difficult words prior to reading within text
 Irregular words
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How Will I Use this Information In My
Classroom on Wednesday?
 Which strategy or approach will I use?
 Which students will I use the strategy
with?
 How will it benefit the students?
 What are possible roadblocks and steps
I need to take to make it happen (i.e.
materials, scheduling, etc.)?
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