Fluency Assessment and Intervention

Determining the need for intervention Frustrated while reading grade level material Not participating in class Low standardized test score Low comprehension Slow, choppy reading Frequent errors when reading aloud

Why fluency is important High correlation of WPMC with comprehension For struggling readers, this relationship holds at every age Why? Short term memory ~18 seconds: If sentence takes longer than that to read—out of your memory buffer GradeCorrelation% variance accounted for 1st.8776% 3rd.7861%

Basic Reading Skills vs Comprehension Decoding Deficits (dysphonetic) Automaticity Deficits (dysorthographic) Found in about 95% of struggling readers Sound, Fluent, and Expressive BUT Do not understand what they have read Found in about 5% of struggling readers

NOW WHAT????

Efficient Assessment Fast QRI Establish an independent, instructional and frustration reading level for the student Why? Determine the level of materials needed to intervene based on accuracy and fluency

Accuracy Expectations Independent= 98% and higher Instructional= 95-97% Frustration= 94% and below

Fluency Norms Midwest Norms End of Grade Expected Reading Rate: 8 th Grade: 170 Words per Minute Correct 7 th Grade: 160 Words per Minute Correct 6 th Grade: 150 Words per Minute Correct

Where do we start? Start with the grade level passage 1 minute cold read (Running Record **Deviations from print) Calculate accuracy and words per minute correct Move on to the next passage below Continue until all 3 levels have been established

Fast QRI vs. Informal Reading Inventory/QRI No word lists No concept questions No comprehension questions

Now What??? ROAR

FAST QRI Examples

Examples Continued

How Effective is ROAR? 1.Contrasting Groups Intervention – 2 nd -5 th grade – Paraprofessionals as intervention specialists – 4 sessions per week, 9 months – Randomly assigned to i.t.a.-ROAR Orton-Gillingham DISTAR

Study 1: Gains in Reading Accuracy Informal Reading Inventory

Study 1: Gains in Reading Fluency Curriculum-Based Assessment

Repeated Oral Assisted Reading ROAR Select story at instructional level Preview story “Cold reading” (1 min.) I read, we read, you read for 15 min—each sentence “Hot reading” (1 min.) Chart progress

ROAR in Action

ROAR CHART COMPLETE