Increasing Reading Fluency and Accuracy

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Increasing Reading Fluency and Accuracy

• Valerie Gortmaker

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Topics

• American Reading Statistics
• The Importance of Reading Fluency and Accuracy
  Interventions
• Functional Assessment/Interventions
• Intervention Role Plays
• Parent Involvement/Home-based strategies
• Using Reading Interventions in CBC

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American Reading Statistics

• NEAP evaluation only 37 of high school seniors
  were proficient at readingonly 3 were
  advanced
• NICHHD 40 of the U.S. population have reading
  problems severe enough to hinder their enjoyment
  of reading

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The Importance of Reading Success

• Reading failure has been linked to the
  development/exacerbation of many negative
  outcomes including
• Dropping out of school
• Behavioral and/or emotional problems
• Poor self-concept
• Substance abuse
• .88 The probability a poor reader at the end of
  1st grade would remain a poor reader at the end
  of 4th grade.

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The Importance of Early Reading Interventions

• Comprehension is highly dependent upon word
  recognition and fluency skills
• The Matthew Effect
• Juel study by the end of first grade.
• Good readers saw an average of 18, 681 words
• Poor readers had been exposed to 9,975 words

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Curriculum-Based Measurement

• Readings taken from the curriculum
• Oral Reading Probes can be used to
• Assess student progress in fluency, accuracy, and
  comprehension
• Derive baseline and post-intervention skills
• Graph reading improvement

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Standards for Reading Fluency and Accuracy
(adapted from Howell, Fox, Morehead, 1993)
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 Placement Criteria for Direct Reading
Assessment (L. S. Fuchs and S. L. Deno, 1982 from
Shapiro, 1996)
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Realistic Standards for Weekly Growth (Fuchs,
Fuchs, Hamlett, 1996)
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The Importance of Functional Reading Assessment

• Effective academic interventions are built upon
  the linkage of assessment and intervention
• Hypotheses for academic deficits
• They do not want to do it
• They have not spent enough time doing it
• They have not had enough help to do it
• They have not had to do it that way before
• It is too hard

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Reading Fluency Assessment/Interventions

• Repeated Readings
• Listening Previewing
• Corrective Feedback
• Motivation

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Assessing Prior to intervention, find a
baseline

• Give the student 3 baseline probes from each
  grade level, until s/he reaches an instructional
  level.
• Pick a grade level to focus the intervention on
  (usually a level in which the child can reach the
  instructional level with 20-40 improvement).

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1 Repeated Readings

• Administer 1 timed baseline probe
• Have the child read one probe 3 times
• Time the reading on a 4th reading of the probe.
• Replicate with a different probe.

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2 Listening Previewing

• Administer 1 timed baseline probe
• The teacher/psychologist reads the probe aloud
  while the student follows along silently
• Have the child read the same probe while the
  administrator times the child for 1 minute.
• Replicate with a different probe.

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3 Corrective Feedback

• Administer 1 timed baseline probe
• Ask the child to read a different probe
• Stop her whenever a word is omitted, substituted,
  mispronounced, or if she cannot read a word.
• Tell her the missed word. Ask her to say the
  missed word correctly 4 times.
• Praise her by saying, Thats Right! The word is
  ________ if she says the word correctly.
• Tell her to continue reading starting with the
  sentence containing the missing word.
• Time her on the same passage from the beginning.
  
• Replicate with a different probe.

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4 Motivation

• Administer 1 timed baseline probe
• Tell the child you will reward him/her if she
  reads a certain number of correct words
  (approximately 10-20 cwpm more than baseline)
• Possible rewards a dollar, favorite candy bar,
  baseball cards, etc.
• Replicate with a different probe.

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Graphing Assessment Data
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Parent Skills Training

• General Discussion
• Modeling
• Role-Playing
• Performance Feedback
• Teach simple behavior-modification principles
  (positive reinforcement, sticker charts, etc.)
• Discussion of potential problems
• Frequent follow-up

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Successful Parent Involvement Programs Include

• Real reading (books)
• Enjoyable, efficient, and easy to implement
  activities
• A connection between home and school
• Consistency and commitment over a long term
  rather than short-term or single activities

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Paired Reading

• Parents set timer for 10 minutes
• Parent and child simultaneously read the text
• If child makes an error or pauses for more than 3
  seconds, the parent says the word correctly while
  pointing to it
• The child repeats the word and the pair continues
  to read simultaneously
• When the child desires to read independently s/he
  gives a predetermined non-verbal signal
• Child is praised with quiet approval and
  continues independent reading
• If the child makes an error, the parent points to
  the word while saying it, and the child repeats
  the word.
• Fiala Sheridan

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Interactive Book Reading (Taverne and Sheridan,
1995)

• Use books relevant to childs interest
• Place books in several rooms in the house
• Interactive Book Reading (p. 46)
• Parent
• examines a storybook w/ child and points out its
  main parts
• labels and discusses picture content
• Reads the story aloud to the child
• Pauses to question the child about his/her
  understanding

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Other Practical Reading Strategies

• Parents reading to their child as they follow
  along
• Prompting (adult says the initial part of a word)
• Children listening to other children read/peer
  tutoring
• Use of High Content Overlap Passages (HCO)

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Practical Use in CBC

• After the best intervention(s) is determined,
  parents, teachers, and/or peers can be trained to
  utilize the most effective reading strategies in
  a variety of settings. (15 minutes/day is
  recommended)
• Sticker charts can be used to monitor number of
  tutoring session and to provide reinforcement.
• Probes can be given periodically by teachers,
  psychologists, or parents to monitor student
  progress.

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References

• Daly, E. J., III, Lentz, F. E., Jr., Boyer, J.
  (1996). The instructional Hierarchy A conceptual
  model for understanding the effective components
  of reading interventions. School Psychology
  Quarterly, 11(4), 369-386.
• Daly, E.J., III, Witt, J. C., Martens, B. K.,
  Dool, E. J. (1997). A model for conducting a
  functional analysis of academic performance
  problems. School Psychology Review. 26(4),
  554-574.
• Daly, E. J., III, Martens, B. K., Hamler, K. R.,
  Dool, E. J., Eckert, T. L. (1999). A brief
  experimental analysis for identifying
  instructional components needed to improve oral
  reading fluency. Journal of Applied Behavior
  Analysis. 32(1), 83-94.
• Fiala, C. L., Sheridan, S. M. (2001). Parent
  involvement and reading Using curriculum based
  measurement to assess the effects of paired
  reading. Manuscript submitted for publication.
• Fuchs, L. S., Fuchs, D., Hamlett, C. L. (1993).
  Formative evaluation of academic progress How
  much growth can we expect? School Psychology
  Review, 22(1), 27-48.

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• Good, R. H., III, Simmons, D. C., Smith, S. B.
  (1998). Effective academic interventions in the
  United States evaluating and enhancing the
  acquisition of early reading skills. School
  Psychology Review, 27(1), 45-56.
• Hook, C. L., DuPaul, G. J. (1999). Parent
  tutoring with students with attention-deficit/hype
  ractivity disorder Effects on reading
  performance at home and school. School Psychology
  Review, 23(1), 60-75.
• Howell, K. Wl, Fox, S. L., Morehead, M. K.
  (1993). Curriculum-Based Evaluation Teaching and
  decision making (2nd ed.). Pacific Grove, CA
  Brooks/Cole.
• Shapiro, E. S. (1996). Academic skills problems
  Direct assessment and intervention (2nd ed.). New
  York Guilford Press.
• Taverne, A., Sheridan, S. M. (1995). Parent
  training in interactive book reading An
  investigation of its effects with families at
  risk. School Psychology Quarterly, 10(1), 41-64.