J. Gondek 2012

Intervention Convention:Fluency

Jennifer Gondek

Instructional Specialist for Inclusive Education

TST BOCES

jgondek@tstboces.org

J. Gondek 2012

Session Objectives:Participants will:

Understand the importance of oral reading fluency in literacy development.

Be able to describe and implement three research-based interventions to increase oral reading fluency.

Share teacher-created interventions that have successfully improved oral reading fluency.

Locate additional resources for further support.

J. Gondek 2012

Fluency is…

The clear, easy, written or spoken expression of ideas.

Freedom from word-identification problems that might hinder comprehension in silent reading or the expression of ideas in oral reading.

Automaticity

(Harris & Hodges, 1995, p.85)

J. Gondek 2012

To Be a Fluent Reader…

A child must be able to recognize most of the words in a passage “by sight”;

A child must correctly pronounce words 5-10 times before they become “sight words”;

A child must make accurate first guesses when they encounter new words, or the growth of their sight word vocabulary will be delayed – they will not become fluent readers.

(Torgesen, 2003)

Adapted from Marcia Davidson (2005)

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The 3 Components of Fluency

Accuracy: Also known as automaticity, it refers to the person's ability to read words in a text.

Rate: The speed a person reads.

Prosody: Refers to stress, intonation, and pauses. Commonly known as "reading with feeling".

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Fluency in Connected Text(textual)

Fluency at the Word Level (lexical)

Fluency within Words(sublexical)

Georgia’s Reading First

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The Research:

Fluency builds a bridge to comprehension (Rasinski, 2004)

Fluent readers are more likely to read more and learn more and increase their fluency (Oakley, 2003)

Fluent readers have a more positive attitude towards reading (Rasinski & Padak, 2000)

To become fluent readers, students need access to good models, appropriate text, & time to read.

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Stroop Test

Activity adapted from Marcia Davidson (2005)

Reading Rates (WPM)Grade 1 60-90 Grade 6 195-220

Grade 2 85-120 Grade 7 215-245

Grade 3 115-140 Grade 8 235-270

Grade 4 140-170 Grade 9 250-270

Grade 5 170-195 Grade 12 250-300

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Fluency Norms: WCPMGrade Fall Winter Spring

1 60

2 53 78 94

3 79 93 114

4 99 112 118

5 105 118 128

6 115 132 145

7 147 158 167

8 156 167 171

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4 Large and meaningful phrase groupings. Preserves author’s syntax and includes expressive interpretation.

3 Three- and four-word phrases. Mostly appropriate and preserving syntax. Little or no expressive interpretation.

2 Two-word phrases. Occasional larger groupings, but awkward and unrelated to larger context.

1 Word by word. Occasional two-word or three-word phrases.

NAEP Oral Reading Fluency Scale

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Partner Reading Prepare copies of short texts at the level of

the less proficient reader’s level. Pair more proficient readers with less

proficient readers. Model and explain partner reading

procedures. Assign roles and have students take turns

reading. Student A reads for 1 min. and Student B reads along. Then, Student B reads aloud the same text for one minute.

You can have students chart their rate and accuracy.

(from U. Texas, Center for Reading and Language Arts)

Adapted from Marcia Davidson (2005) J. Gondek 2012

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Timer

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Echo Reading Give students copies of instructional-level

texts.

Explain that you will read some of the text, and students will then ‘echo read’ the same text, modeling your rate and expression.

Read 2-4 sentences. Then, pause for them to echo read, then read 2-4 more sentences.

You can tape the 2-4 sentence sections, or have a student serve as the model reader.

(from National Institute for Literacy, 2001)

Adapted from Marcia Davidson (2005)

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RAAC Reread-Adapt and Answer-Comprehend

RAAC Checklist Student with instructional reading level

between first and third grade Student reads in a slow and halting manner. Student does not comprehend what he or she

reads. Student does not comprehend what an adult

reads.

Therrien, Gormley, & Kubina (2006)

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RAAC Intervention Select an appropriate performance target for

students based on their instructional reading levels. Grade Correct Words

Per Minute

First Grade 53 cwpm

Second Grade 89 cwpm

Third Grade 107 cwpm

Fourth Grade 123 cwpm

Hasbrouck & Tindal (2005)

Therrien, Gormley, & Kubina (2006)

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RAAC Intervention Sequence Step 1: Prompt Student Step 2: Read Prompts Step 3: Reread Step 4: Correct Errors Step 5: Praise Step 6: Adapt and Answer Step 7: End and Adjust Recommended Passage Length*

First grade, 53-66 wordsSecond grade, 89-111 wordsThird grade, 107-133 wordsFourth grade, 123-153 words

Therrien, Gormley, & Kubina (2006)

* Based on Instructional Reading Level

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Procedural Prompts Naïve

SophisticatedLearners Learners

Therrien, Gormley, & Kubina (2006)

Story Structure Questions

Single-Word

Prompts

Ex: “Who was the main character in the story?”

Ex: Who?

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Fluency Oriented Oral Reading (FOOR)Dowhower (I989) indicated that passages should be short, ranging from 50-300 words; that students should have

about an 85% accuracy rate on their initial reading of the passage; and that the optimal number of repetitions

of a passage is between three and five.

Day 1: Introduce the story and echo read with the students. If time, students would choral read the story.

Day 2: Partner reading, alternating pages with a partner of the same story. If time, students could practice a section of the story, or re-read again by alternating pages with partner.

Day 3: Students performed a final choral reading. Student could perform a section of the text in front of the group if they wished.

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Peer-Assisted Learning Strategies (PALS)

3 times 35 minutes each week, high-low pairsText is appropriate for weaker reader

5 minutes: strong reader reads aloud5 minutes: weaker reader rereads2 minutes: weaker reader retells5 minutes: strong reader reads paragraph by

paragraph, stopping at each to tell the main idea5 minutes: weak reader uses same summarization

procedure5 minutes: strong reader predicts content of next half

page, reads it aloud, and revisits prediction5 minutes: weak reader uses same summarization

procedureThis procedure has been used with students in grades

2-6

Fuchs, Fuchs, Mathes, & Simmons (1996). Peer-assisted learning strategies in reading: A manual. (Box 328 Peabody, Vanderbilt Univ. Nashville, TN 37203)

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Phrase-Cued Text Intervention Train students to recognize the natural pauses

that occur between phrases in their reading. Phrases often encapsulate key ideas,

therefore enhancing comprehension of the text.

Can be taught individually, small group, or whole class.

3-4 Lessons per week, 10 minutes each

(Rasinski, 1990, 1994).

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Phrase-Cued Text Intervention Step 1: The teacher reads the phrase-cued

passage aloud once as a model, while the student follows along silently.

Step 2: The student reads the phrase-cued passage aloud 2-3 times. The teacher provides ongoing feedback the reading. Between readings, comprehension can be addressed quickly.

Step 3: The session concludes with the student reading aloud a copy of the passage without phrase-cue marks. The teacher praises the student for any success or increase in noticing the natural phrase breaks.(Rasinski, 1990, 1994).

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Preparation: Select a passage. Select a short (100-250

word) passage that is within the student’s instructional or independent reading level.

Mark sentence boundaries. Mark the sentence boundaries of the passage with double slashes (//).

Mark within-sentence phrase-breaks. Read through the passage to locate ‘phrase breaks’ —naturally occurring pause points that are found within sentences. Mark each of these phrase breaks with a single slash mark (/).

http://www.interventioncentral.org/rti2/phrase_cues

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HELPSHelping Early Literacy with Practice Strategies

The evidence-based strategies integrated into each 10-12 minute HELPS session include:

1. Structured, repeated readings of ability-appropriate text2. Having students listen to a more skilled reader read aloud, such as an adult (i.e., Model reading)3. Systematic error-correction procedures4. Verbal cues for students to read with fluency5. Verbal cues for students to read for comprehension6. Goal-setting (i.e., practicing text until a pre-determined performance criterion is met)7. Performance feedback, combined with graphical displays of student progress8. Use of systematic praise and a structured reward system for student reading behaviors and successes

www.helpsprogram.org

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HELPS VIDEOShttp://www.youtube.com/watch?v=0avTIwZTvdU

http://www.youtube.com/watch?v=pql9HwIGfLU&feature=relmfu

J. Gondek 2012