The Bridge from Decoding to Comprehension

Transcription

1 Comprehension Fluency Fluency Decoding The Bridge from Decoding to Comprehension What is Fluency? Fluency is the ability to read a text quickly, accurately, and with proper expression. (p. 3-5, National Reading Panel, 2000).

2 Why Does Fluency Matter? Reading with good phrasing and expression helps readers construct meaning from printed words. 3 Dimensions of Fluency * Speed * Accuracy * Expression

3 Automaticity Automaticity is the fast, effortless word recognition that comes with a great deal of reading practice. Automaticity refers only to accurate, speedy word recognition, not to reading with expression. Therefore, automaticity (or automatic word recognition) is necessary, but not sufficient, for fluency. Prosody Prosody is the use of stress or emphasis, pitch or intonation, tempo or rate, the rhythmic or regularly re-occurring patterns of language, and appropriate phrasing. (Kuhn, 2003). Reading with expression (prosody) dramatically increases both enjoyment and comprehension of text.

4 Fluency includes... Word recognition High frequency words-words most often used in texts Sight words-words that do not lend themselves to decoding strategies Decoding Determining the pronunciation of unknown words on the run Instructional zone (90-94% accuracy) for success Instruction: How to Improve Reading 1. Repeated Reading 2. Phrased-Cue passages or - Sentences (Wilson) Scooping Phrases/ 3. Poetry Pals 4. Read-With Centers (rather than Listening centers ) Students listen to audio CDs or tapes (i.e. from the textbook anthology). The key to the success of this strategy is that students listen to the proficient reading of a text WHILE WHISPER-READING THE SAME TEXT

5 Approaches to Teaching Fluency Modeled reading Repeated reading of familiar text Wide independent reading Coached reading of appropriately selected materials Chunking of text Word reading practice Modeled reading Read Alouds and Shared Reading Teachers model fluency by showing students how a proficient reader deals with text. Readers often return to a sentence to adjust expression and repair comprehension. Making written language sound like oral language provides clues to the text s real meaning. Model how reading sounds like talking and helps us understand what s really going on in the story.

6 Repeated readings 3 times seems to work well- back to back NOT chanting; modeling fluent & phrased reading Independent reading If children are to become fluent readers, they need to read a lot. Our job as educators is to see to it that children want to read--that they seek new knowledge via the written word and derive satisfaction and joy from the reading process (p. 179, Nathan and Stanovich) Reading easier text helps develop fluency, because not as much attention goes to decoding.

7 Coached reading of appropriately selected materials (Guided Reading) Ehri s research suggests that at least some students will need expert teacher guidance in order to progress efficiently through the stages of reading to fluency. Controlling the difficulty of texts and providing feedback for words missed during reading seem to be associated with improved rate and accuracy. (Leveled text & teaching points/prompts) Advancing students through progressively difficult text based on their performance seems to enhance overall fluency. (Leveled text + running record above 90%) Chunking of text/phrasing Phrased-Cue passages (examples) Demonstrate on text, using cards or thumbs, to show natural language chunks (e.g., said the boy ) ). Example: The principal / said the teacher / was very helpful. It s my happy birthday today! / Pam shouted / to them. Then try. Reading it all Make it sound like talking Read it as if you are the character/narrator Next steps!slide a card (or pencil) left to right over (or underneath) a line, slightly forcing the child s pace so that s/he processes more fluently!emphasize: Get your eyes reading faster than your mouth (voice)!remove props (cards, pencils, fingers) Goal: To train the eyes to search for chunks of meaningful language

8 Sliding (Reading Recovery technique) Use a sentence strip or sticky note (folded over) to slide over words, from left to right. The goal is to push the reader s eyes ahead of the slide, speeding up the reading. The eyes will have seen the next few letters/words, so the student can finish reading even when the next word is covered up. Take the finger out of the book at Level 5/6. (See coffee cup lid activity). Chunking of text, cont. Words or phrases are signaled for the reader to improve fluency and comprehension (Cromer; Young and Bowers) Text is chunked into phrase units: scooping

9 Scooping Teacher reads while scooping the phrase with her finger or pencil, showing how to read the phrase while scooping it. Student practices with the phrase, scooping under the phrase with the finger while reading. Technique can be taught during guided reading group. Word reading practice Sight words were High Frequency words their Words with spelling/phonics patterns taught Time students to promote acceleration, graph results, make a Keynote/slideshow, or make flashcards -this site allows you to make your own digital flashcards

10 Assessing Fluency-!!!! -Essential Dimensions Oral reading accuracy Oral reading rate Quality of oral reading Reading comprehension Pikulski & Chard, Fluency: The Bridge from Decoding to Reading Comprehension ; Houghton Miffllin

11 Words Per Minute One-minute reading: Total words read - errors = words correct per minute Quantitative National Reading Panel listen to sample Calculating Words Per Minute from DPI

12 Other Words Per Minute Suggestions Grade Words Per Minute 1st Grade nd Grade rd Grade Harris and Sipay 1990 Quantitative Rubric from former K-2 Assessment

13 Factors that Influence Rate: -Oral reading is slower than silent reading. -Reading rates are typically established for younger students from oral reading activities while older students rates are established from silent reading. -Younger students may demonstrate little difference in oral and silent reading rates, while for older students that gap should be substantial. Qualitative Rubric from DPI