Unit 8: Developing Automaticity And Fluency

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Unit 8 Developing Automaticity And Fluency

• Understanding Fluency and Automaticity Issues
• Instruction for Fluency and Automaticity

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Table Talk

• Discuss several way that decodable texts could be
  used to reinforce and support explicit
  instruction in decoding. Explain how this would
  differ from using context texts (such as science
  or social studies).
• What are some strategies you currently use to
  help students with fluency?
• Discuss what do you think it means to directly
  teach comprehension strategies. What strategies
  do you currently teach in your classroom?

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Unit 8 Developing Automaticity And Fluency

• Understanding Fluency and Automaticity Issues
• Instruction for Fluency and Automaticity

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Understanding Automaticity and Fluency
reading is like learning to ride a bike if you
go too slow you fall off
Susan Hall Louisa Moats, Straight Talk About
Reading
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Defining Automaticity

• Ability to respond or react without attention or
  conscious effort. Automaticity in word
  recognition permits full energy to be focused on
  comprehension.

Birsh, 1999
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Defining Fluency

• Ability to translate print to speech with
  rapidity and automaticity that allows the reader
  to focus on meaning.

Birsh, 1999
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Defining Fluency

• Beyond the ability to merely decode words, the
  ability to use punctuation and other cues to read
  smoothly and easily, with proper speed, accuracy
  and phrasing.

Birsh, 1999
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Fluency Related Processes
Wolf et al 2003
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Factors that may limit oral reading rate

• Proportion of words recognized by sight
• Speed with which sight words are processed
• Speed of processes used to identify novel words
• Speed with which word meanings are identified
• Speed at which overall meaning is constructed
• (J.Torgesen in speech to American
  Speech and Hearing Association, 2003)

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Further Challenges for Fluency

• The challenge for continuing growth in fluency
  becomes even greater after third grade.
• 4th, 5th and 6th graders encounter about 10,000
  words they have never seen before in print during
  a years worth of reading.
• It is difficult to guess these new words from
  the context so they must have reliable decoding
  strategies to improve the accuracy with which
  new words are identified when encountered in
  text.

Torgesen, 2003
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In reading, the rich get richer and the poor get
poorer
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Good Reader Vs. Poor Reader
Finds reading easy.
Becomes a better, faster reader
Finds reading difficult.
Reads slowly, with effort. Demands increase.
Reads a great deal.
Reads very little.
Good Reader
Poor Reader
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This cycle must be broken if poor readers are to
become proficient readers.
Felton Lillie, 2001
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Putting it all together the development of
reading fluency

• To be a fluent reader
• A child must be able to recognize most of the
  words in a passage by sight
• Children must correctly pronounce words 5-10
  times before they become sight words
• Children must make accurate first guesses when
  they encounter new words or the growth of their
  sight word vocabulary will be delayed.
• J.Torgesen, 2003

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National Reading Panel On Fluency

• Guided, repeated oral reading with guidance from
  teachers, peers, or parents
• Improves word recognition, fluency and
  comprehension across the grades.
• Helps good and poor readers as well as special
  education students.

National Reading Panel, 2000
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Text Fluency
students rarely have the opportunity to perfect
their performance of a passage, as most texts
tend to be read only once
National Reading Panel, 2000b
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National Reading Panel On Fluency

• While silent reading is important, the NRP found
  no significant effects on fluency for reading
  programs such as
• DEAR (Drop Everything and Reading)
• AR (Accelerated Reader)
• Reading Workshop
• SSR (Sustained Silent Reading)

National Reading Panel, 2000
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Unit 8 Developing Automaticity And Fluency

• Understanding Fluency and Automaticity Issues
• Instruction for Fluency and Automaticity

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Fluency Instruction Principles and Strategies

• Establish accuracy and then automaticity and
  fluency
• Provide practice at the letter-sound, word,
  phrase and text level
• Use a variety of Repeated Reading strategies
• Model phrasing and reading with expression

Felton Lillie, 2001
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Fluency InstructionPrinciples and Strategies

• Provide short frequent practice sessions
• Establish goals and measure rate and accuracy
• Document progress
• Provide incentives
• Combine fluency training and comprehension

Felton Lillie, 2001
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For the More Impaired Readers

• Provide more adult guidance during reading
• Use more decodable text
• Practice words and phrases before reading
• Use shorter passages
• Model expressive reading
• Provide multiple daily sessions
• More incentives may be necessary

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Fluency Practice Phrase Level
Phrases on the path at their house with her
friend can you play have a drink from a
book all this junk our favorite book baking a
cake walking to school
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Fluency Practice Text level

• Choose passage on instructional level.
• Preview story using titles and pictures.
• Teacher reads story with expression to model
• Teacher slides finger along words as student
  watches

Felton Lillie, 2001
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Fluency Practice Text level

• Teacher and student read together student reads
  alone.
• Teacher graphs correct words per minute.
• Student reads at least 2 more times.
• Student (and teacher) set goal and work toward
  it.
• 
  
  Felton Lillie, 2001

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Repeated Reading
1st Read Read Silently, text orientation
2nd Read Read Aloud, Timed, Set Goals, Graph
3rd Read Read Aloud, Timed, Set Goals, Graph
4th Read Next Meeting Read Aloud, Timed, Assess goals, Graph
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Katie's Repeated Readings
160
140
120
100
Words Per
80
Minute
60
40
20
0
1
2
3
4
5
Session
Reading 1
Reading 2
Reading 3
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Katie's Oral Accuracy
100
90
80
70
60
Percent
50
Correct
40
30
20
10
0
1
2
3
4
5
Session
Reading 1
Reading 2
Reading 3
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Katies Pre- Post Comparisons
200
184
180
150
153
151
135
Words Per
100
Minute
81
50
0
Feb
April
Reading 1
Reading 2
Reading 3
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Reading Levels

• Independent level 98-100 accuracy
• read without assistance
• can be used for fluency practice
• Instructional level 95-98 accuracy
• read with assistance
• used for fluency after accuracy practice
• Frustration level below 95 accuracy
• too difficult
• not used for instruction

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(No Transcript)
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Scaffolding Instruction for Fluency Success

• Review decoding skills
• Review vocabulary and proper names
• Discuss story, pictures students make
  predictions
• Teacher reads aloud prior to student
• Teacher/student read together
• Teacher reads leaving certain words for student
• Student reads silently first

Felton Lillie, 2001
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Prosody

• Rhythm
• Intonation
• Expression
• Phrasing

ABCD? EFG. HI? JKL. MN! OPQ. RST? UV! WX.
YZ!

• AB. CDE? FG! HIJK. LMNO. P! QRS, TUV. W,
  X, Y, Z!

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Prosody
Woman without her man is nothing.
Woman, without her, man is nothing.
The old man the boat.
The old, man the boat.
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Marking Text For Phrasing
Dave saw a black snake in the shade by a lake.
He said, I will take the snake to be my pet.
He gave his snake the name Jake. Dave did not
know what a snake ate. Jane, at the pet shop
sold him a rat for the snake. Daves mom said,
No, Jeff. I can take a snake, but a snake and a
rat is too much. Jeff took the snake back to
the lake and the rat to the shop.
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Teaching Phrasing And Reading With Expression

• Explain to student importance of phrasing and
  expression
• Mark copy of text to indicate natural phrasing
• Model reading with appropriate phrasing and
  expression
• Have students practice
• Move toward student marking of text and
  independent practice

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Rating Prosody
NAEP Rating
Level 1 Word-by-word, infrequent two to three-word phrases (not preserving syntax).
Level 2 Two-word phrases with some longer some word by word may be present. Grouping may be unrelated.
Level 3 Majority of phrasing appropriate, but with little or no expression.
Level 4 Meaningful phrases, preservation of syntax, read with expression.
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Use Variety Of Repeated Reading Strategies

• Assisted reading
• 4-way oral reading
• Readers theater
• Poetry reading
• Tape Assisted Reading

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Fluency Strategies Assisted Reading

• Pair student with another at same reading level
• Pair students who are compatible
• Students read assigned text aloud in unison
• Reading may be practiced and then tape recorded
• Students and teacher listen to tape and discuss
  rate, phrasing, intonation, expression and
  comprehension

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Fluency Strategies 4-Way Oral Reading

• Teachers lead reading of text using varying types
  of oral reading.
• Students never read individually but read with a
  partner or group.
• 4 types of oral reading
• Unison choral reading
• Echo reading
• Paired reading
• Mumble reading

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Fluency Strategies Readers Theater

• Choose text or portion of text that
• is engaging
• has a well-paced storyline
• has lots of dialogue
• Prepare copies of text
• mark different characters parts on each copy
• use highlighter, checkmarks or underlining

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Marking Text for Readers Theater
Then Great Big Billy Goat started across the
bridge. TRIP-TRAP, TRIP-TRAP, TRIP-TRAP. The
old troll called out, Whos that trip- trapping
over my bridge? It is I, Great Big Billy Goat
Gruff. What are you going to do about it? Im
coming up there to eat you, roared the
troll. Well, come on up, bellowed the Great,
Big Billy Goat Gruff. Im waiting for you. The
troll rushed up to the top of the bridge.
Narrator 1 Narrator 2 All Great Big Billy
Goat Troll
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Fluency Strategies Readers Theater

• Students practice individual parts then read
  together as a play.
• Discuss expression, phrasing, etc. and reread.
• Exchange scripts and parts and reread.

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Poetry Coffee House

• Students prepare for the Coffee House Party early
  in the week.
• Individual poems are selected based on interest
  and readability by students and teachers.
• Poems can be read individually or in pairs.
• Daily practice sessions with the teacher serving
  as the poetry coach.
• Students practice at home.

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Poetry Coffee House

• At the end of the week, the lights are dimmed
  and classrooms are transformed to an inviting
  coffee house filled with good things to eat.
• Some type of performance chair or barstool is
  used.
• Teacher reads first and introduces the
  performers.
• All visitors are requested to bring a poem to
  read.
• Poems can be discussed between sets.

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Audio Assisted Reading

• Books on Tape
• Use at instructional and independent reading
  level
• Student must look at print while listening
• Student practices with tape until ready to
  performance read for teacher

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Audio Assisted Reading

• Computer Based Assisted Reading
• Books are presented in visual and auditory forms
• Student highlights sentences or unknown words
• Some programs allow student to read and computer
  records accuracy and rate

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Benefits of Audio Assisted Reading

• Opportunities for repetition
• Practice of high frequency words
• Illustrations to support text
• Modeling of expressive reading
• Exposure to multiple genre
• Provides scaffolding
• Vocabulary development

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Combining Accuracy, Fluency And Comprehension
Practice

• Each story is read in 3 different ways
• Expert reader (accuracy)
• Read for speed (rate, fluency expression)
• Read for meaning (comprehension)
• Preparation
• Select story based on instructional level and
  skill to be taught
• Plan lesson

Morris, 2003
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Expert Reader (Accuracy)

• May be preceded by partner reading for practice
• Each student reads 1 or 2 pages.
• Student receives Expert reader score ( correct)
• Below 95 requires more practice and another
  check for Expert Reader

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Expert Reader
EXPERT READER Name _____________________
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Read For Speed (Fluency)

• Students paired-up
• 1st partners from all pairs timed at the same
  time for 2 minutes.
• Graph number of words read.
• 2nd partners read and graph.
• 1st partners, then 2nd partners read and graph
  a second time.

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Read for Speed Graph
120
111
110
100
99
90
89
82
80
76
70
70
60
50
40
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Reading For Meaning (Comprehension)

• Read story in sections.
• Use echo-reading, choral reading, mumble reading,
  individual oral reading, silent reading.
• Question and discuss after each section.
• Retelling and further discussion at the end of
  story.

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Final Words.

• Just like decoding accuracy, fluency is a bridge
  towards comprehension and the desire to read
  more, which will ultimately enable deeper
  comprehension. Fluency, therefore, is a means-
  just like decoding-to a higher end than itself.
  For the end of all our efforts is a child who
  reads accurately enough and fluently enough to
  understand what she reads and to reach for more.

Wolf et al, 2003
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Congratulations!

• You have completed Unit 8 Developing
  Automaticity And Fluency

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Sources

• Berninger, V. (2002). Referenced in Neuhaus, G.F.
  What does it take to read a letter? Perspectives
  (Newsletter of the International Dyslexia
  Association), 28 (1).
• Birsch J.R. (1999). Multisensory Teaching of
  Basic Language Skills. New York, New York Paul
  H. Brooks.
• Felton, R. Lillie, D. (2002). Teaching students
  with persistent reading problems (a multi-media
  CD ROM). Greensboro, N.C Guilford County
  Schools.
• Fry E. (2003). How to Teach Reading. Westminster,
  CA Teacher Created Materials.
• Martha Combs. (2001). Readers and Writers in the
  Primary Grades. Prentice Hall.

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Sources

• Hall S.L., Moats L.C. (1999). Straight Talk
  About Reading. Chicago, Il Contemporary Books.
• Juel C. (1994). Learning to read and write in one
  elementary school. New York, NY Springer-Verlag.
  
• Morris, D., Slavin, R. E. (2003). Every Child
  Reading. Boston, MA Allyn Bacon.
• National Reading Panel. (2000). Report of the
  National Reading Panel Teaching children to read
  Reports of the subgroups. National Institute of
  Child Health and Human Development, NIH Pub. No.
  00-4764.
• Rasinski, T.V. (2003). The Fluent Reader. New
  York, NY Scholastic Professional Books.

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Sources

• Rasinski, T. V. (2004). Fluency Seminar. Boone,
  NC.
• Shaywitz, S. (2004). Overcoming Dyslexia A New
  and Complete Science-Based Program for Reading
  Problems at Any Level. New York, NY Alfred A.
  Knopf.
• Stanovich, K.E. (1986). Matthew effects in
  reading Some consequences of individual
  differences in the acquisition of literacy.
  Reading Research Quarterly, 21. 360-406.
• Torgesen, 2003. Speech to American Speech and
  Hearing Association.