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The Neglected Reading Goal: Adapted From Materials of Drs. Joan Erickson and Guy Trainin

The document discusses reading fluency, which refers to the ability to read accurately, quickly, smoothly, and with proper expression. It notes that fluent readers can better focus on comprehension, while struggling readers often lack fluency. The document reviews different methods for assessing and building fluency, such as repeated readings, guided oral reading, and modeling expression. It also addresses fluency instruction for English learners, students with disabilities, and reviews studies showing that assisted and repetitive approaches can improve fluency.

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68 views17 pages

The Neglected Reading Goal: Adapted From Materials of Drs. Joan Erickson and Guy Trainin

The document discusses reading fluency, which refers to the ability to read accurately, quickly, smoothly, and with proper expression. It notes that fluent readers can better focus on comprehension, while struggling readers often lack fluency. The document reviews different methods for assessing and building fluency, such as repeated readings, guided oral reading, and modeling expression. It also addresses fluency instruction for English learners, students with disabilities, and reviews studies showing that assisted and repetitive approaches can improve fluency.

Uploaded by

clements20077994
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPT, PDF, TXT or read online on Scribd
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The neglected reading goal

Adapted from materials of


Drs. Joan Erickson and Guy Trainin
 Fluency is the ability to read:
◦ accurately
◦ quickly
◦ smoothly
◦ naturally
◦ expressively
◦ in syntactical units
◦ with phrasing
 It is the ability to read that appears fairly
automatic and effortless.
 Fluent readers are better able to devote their
attention to comprehending text
◦ LaBerge and Samuels, 1974
◦ National Reading Panel, 2000

 Students who experience reading difficulties


are often dis-fluent
◦ Johns and Berglund, 2002
◦ National Reading Panel, 2000
◦ Pinnell et al., 1995
 When we become fluent at a particular task,
we can devote our attention to other related
task. In the case of fluency, once we become
more automatic readers, we can devote our
attention to comprehension.
 Educators believe that word recognition
naturally lead to fluent reading.
 Teachers received little (if any) training in the

topic of fluency.
 There isn’t a clear concept of what fluency is.
 Fluency instruction begins when students
can read connected text with 90% or better
accuracy (usually by the middle of first
grade)
 If a student misses more than 10% of the
words in a passage, then the material is too
difficult to use for instruction
 One Minute Reading

Total Number Example:


of Words Read
If a student reads

- Number of Errors 66 words and has 8


errors, the student
reads 58 words
Words Correct
Per Minute (wcpm) correct per minute

Always encourage students to do their best


reading and not their fastest reading
Fall Winter Spring

First Grade* 37-76 42-90 56-105

Second Grade** 53-82 78-106 94-124

Third Grade** 79-107 93-123 114-142

Fourth Grade** 99-125 112-133 118-143

Fifth Grade** 105-126 118-143 128-151

*Forman & Saunders, 1998


**Hasbrouck and Tindal, 1992)
 Student recognizes most of the words
automatically
 Little or no attention is required to identify
words
 Some miscues will occur
◦ Mispronunciations
◦ Omissions
◦ Insertions
Correct Total
number of
words read
÷ number of
words read
= Percent
accuracy

49 ÷ 51 = (.96) 96% (Independent level)


 develop instant, efficient word
recognition (automaticity)
 practice repeated reading of texts
 receive feedback and guidance from
others
Johns and Berglund, 2002
 Match students’ reading abilities to
appropriate materials
 Model oral reading

 Provide guided oral reading opportunities

 Offer daily opportunities for students to

read easy materials independently


Johns and Berglund, 2002
 High Frequency Words
 Readers Theater

 Echo and Choral Reading

 Phrase Boundaries

 Paired Reading

 Repeated Reading

 Computer Based/Tape Assisted Reading


 Some students have developed accurate word
pronunciation skills but read slowly
 Decoding is not automatic or fluent, and their
limited fluency may affect performance
◦ They read less text than peers and have less time
to remember, review, or comprehend the text
◦ They expend more cognitive energy than peers
trying to identify individual words
◦ They may be less able to retain text in their
memories and less likely to integrate those
segments with other parts of the text
Fluency instruction for ELL students
involves:
 listening to models
 repeated readings
 choral reading
 partner reading
Students with disabilities benefit from:
◦ repeated reading practice, especially in
expository or informational texts
◦ more time on task
◦ paired reading and rereading
◦ additional feedback and progress
monitoring
 The authors reviewed studies that tried improve
the fluency of struggling readers. They found
that:
(a) fluency instruction is generally effective, although
it is unclear whether this is because of specific
instructional features or because it involves
children in reading increased amounts of text;
(b) assisted approaches seem to be more effective
than unassisted approaches;
(c) repetitive approaches do not seem to hold a clear
advantage over non-repetitive approaches; and
(d) effective fluency instruction moves beyond
automatic word recognition to include rhythm
and expression, or what linguists refer to as the
prosodic features of language.

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