1. LITR 845 OVERVIEW: Improving Fluency in Expository Text Readings 1 Robert B. Cooter, Jr.; Bellarmine Univ. (10.13)

2. 2 THEORY: Automaticity (S.J. Samuels) Attention Decoding Comprehension

3. Robert B. Cooter, Jr.; Bellarmine Univ. (10.13) 3

4. FLUENCY AFFECTS COMPREHENSION 2000 Data from Dallas ISD: What Do Some Urban Teachers Do?

5. What does evidence-based research say about reading fluency? Time on task improves performance when using “oral repeated readings! ” 5 http://www.youtube.com/watch?v=z3U8pjX4p2c&list=PL53B53EA7FEF0CD50 Robert B. Cooter, Jr.; Bellarmine Univ. (10.13)

6. Improved Fluency Leads to Improved Comprehension… says researcher Timothy Rasinski Robert B. Cooter, Jr.; Bellarmine Univ. (10.13) 6 http://www.youtube.com/watch?v=zBWgWlrrDPE

7. Question: How many minutes per day do good readers read on their own? What would you guess? Make a prediction and share with an ‘elbow partner’ 7 Robert B. Cooter, Jr.; Bellarmine Univ. (10.13)

8. Answer– a LOT!!!!! 8 (BTW– How many minutes each day do YOU read?) Robert B. Cooter, Jr.; Bellarmine Univ. (10.13)

9. Imagine if you practiced shooting free throws every day just five minutes each day for four months. At the end of that time, how would your free throw shooting compare to your shooting if did not practice? Reading fluency is the same—time on task improves performance! 9 Robert B. Cooter, Jr.; Bellarmine Univ. (10.13)

10. 10 Reading Fluency Skills ACCURACY- Involves translating letters-to-sounds-to-words effortlessly and accurately or AUTOMATICITY. EXPRESSION- refers to the reader’s ability to use proper intonation or expression (i.e., PROSODY or QUALITY. Appropriate reading or SPEED according to the reader’s purpose or the type of passage. GOAL – Repeated Oral Readings of the same text to improve the above skills. Robert B. Cooter, Jr.; Bellarmine Univ. (10.13)

11. 11 Repeated Reading Strategies: CHORAL READING Three types are effective… UNISON UNISON ECHO ECHO (also called “ECHOIC”) ANTIPHONAL ANTIPHONAL Robert B. Cooter, Jr.; Bellarmine Univ. (10.13)

12. 12 ALL CHORAL READING STRATEGIES CAN BE DONE WHOLE GROUP, OR WITH STUDENTS READING IN PAIRS … ALL CHORAL READING STRATEGIES CAN BE DONE WHOLE GROUP, OR WITH STUDENTS READING IN PAIRS Robert B. Cooter, Jr.; Bellarmine Univ. (10.13)

13. 13 Why “Whole-Class?” 1.Individualized reading instruction is typically not possible. 2.“Anonymity” 3.Modeling 4.Efficient 5.Multiple rewards 6.Easy to implement for Robert B. Cooter, Jr.; Bellarmine Univ. (10.13)

14. 14 What is UNISON READING? Unison reading is where everyone reads together… Unison reading is where everyone reads together…. Robert B. Cooter, Jr.; Bellarmine Univ. (10.13)

15. Let’s Practice Unison Reading River Flooding When a fast-moving mountain stream flows onto a flat plain, the stream slows down. As the stream slows down, it deposits alluvium where the mountain meets the flat plain, forming an alluvial fan. Alluvial fans are fan-shaped deposits that form on dry land. 15 Robert B. Cooter, Jr.; Bellarmine Univ. (10.13)

16. 16 What is ECHO READING? Echo (sometimes called echoic) reading has the teacher or a student (if students are in pairs) read a passage aloud, then everyone else “echoes” by repeating it. Robert B. Cooter, Jr.; Bellarmine Univ. (10.13)

17. 17 Robert B. Cooter, Jr.; Bellarmine Univ. (10.13)

18. 18 ANTIPHONAL READING Derived from ancient monastic traditions, antiphonal reading has two groups. The first reading group, or person, if they are reading in pairs, reads a passage aloud (usually a sentence or two), and the second group reads the following line(s). Robert B. Cooter, Jr.; Bellarmine Univ. (10.13)

19. 19 Robert B. Cooter, Jr.; Bellarmine Univ. (10.13)

20. Buddy Reading Buddy reading (also know as paired reading, peer reading, partner reading, and dyads) is a repeated oral reading strategy that has two students reading together a passage you assign them over and over for a set number of times. 20 Robert B. Cooter, Jr.; Bellarmine Univ. (10.13)

21. Buddy reading helps students build reading speed with texts in core subject areas, increases their comprehension of what they read, and helps increase vocabulary knowledge. Robert B. Cooter, Jr.; Bellarmine Univ. (10.13) 21

22. Let’s go home and rest up for tomorrow! 22 Robert B. Cooter, Jr.; Bellarmine Univ. (10.13)