This preview shows page 1. Sign up to view the full content.
Unformatted text preview: Fluency Instruction What is Reading Fluency? Rendering of text with accurate and rapid pronunciation of words accompanied by appropriate and meaningful expression using stress, intonation, and phrasing To be fluent, a reader must simultaneously recognize most words in text automatically and effectively construct meaning from that text Why is Fluency Important to Literacy Achievement? Students who recognize words accurately but not quickly experience comprehension difficulties due to excessive demands on working memory How to Teach Reading Fluency Indirect Methods Closed-captioning Sustained silent reading (DEAR) Direct Methods Choral reading (teacher and students, or just students, read a passage aloud) Repeated choral reading (teacher reads passage aloud, then the teacher and students read it aloud, and finally the students read it aloud) Taped reading (students listen to recorded text and follow along, then read it aloud; students might record their own oral rendering to improve upon) Reader's theater (students select a passage, rewrite it as a script, rehearse, and perform) Cross-age reading (students select easy text for younger students, rehearse, and read to them) Partner Reading Shared reading (more fluent reader reads passage aloud, then the less fluent reader shadows the more fluent reader, and finally attempts to read aloud independently) Paired repeated readings (more fluent reader reads text aloud a few times, and then the less fluent reader does the same with feedback from partner) Implementation Procedures for Fluency Practice Select passage that is at independent or instructional reading level Have student activate prior knowledge on topic Have student perform a "cold" read for one minute Graph correct words per minute (cwpm) for cold read Have student reread passage (using a peer, teacher, or recorded model) Have student retell passage Have student perform a "hot" read for one minute Graph cwpm for hot read and compare with cold read ...
View Full Document
This note was uploaded on 04/01/2008 for the course CEP 301 taught by Professor Troia during the Spring '08 term at Michigan State University.
- Spring '08