1. Paige, Rasinski, & Magpuri-Lavell (2012)
Fluency
Kuhn and Rasinski (2015)
Rasinski (2004)
Paige, Rasinski, & Magpuri-Lavell (2012)

2. What is fluency? Consists of two/three components: Accuracy
accurate recognition of words
Automaticity
rapid recognition of words/phrases
Prosody
proper use of the “melodic features” of oral language

3. Why is fluency important?
Important component in accomplished reading
The number of meaning-change miscues is significantly related to comprehension (Pinnell et al., 1995)
Reading rate is related to comprehension in early elementary grades (Schwanenfluget, Strauss, et al. 2004).
Empirical support for a relationship between oral reading fluency and silent reading comprehension (Pinnell et al., 1995; Daane et al., 2005; Ransinski et al, 2009; Paige & Magpuri-Lavall, 2011)
Important component of effective literacy instruction (NRP, 2000)

4. Why is automaticity important?
• Theory of automaticity (LaBerge & Samuels, 1974)
Effortless recognition of words
Requires limited attention to word identification
Cognitive processing and resource capacity are reserved and
Available for comprehending texts
Reading rate is related to comprehension in early elementary grades (Schwanenfluget, Strauss, et al ).

5. Why is prosody important?
Expressive reading or prosody contributes to comprehension over and above the contribution made by automaticity (Benjamin et al, 2009)
However, unclear if prosody influences comprehension, comprehension influences prosody or the relationship is a reciprocal one
But there does seem to be a relationship

6. Punctuation conveys stress
PreTeena, May
PreTeena, May

7. Unpunctuated
Dear John I want a man who knows what love is all about you are generous kind
thoughtful people who are not like you admit to being useless and inferior
you have ruined me for other men I yearn for you I have no feelings whatsoever
when we're apart I can be forever happy will you let me be yours Gloria
Found in many sources, largely unattributed

8. Unpunctuated
Dear John I want a man who knows what love is all about you are generous kind
thoughtful people who are not like you admit to being useless and inferior
you have ruined me for other men I yearn for you I have no feelings whatsoever
when we're apart I can be forever happy will you let me be yours Gloria
Number One
Dear John,
I want a man who knows what love is all about.
You are generous, kind, thoughtful.
People who are not like you admit to being useless
and inferior. You have ruined me for other men.
I yearn for you. I have no feelings whatsoever
when we're apart. I can be forever happy--will you let me be yours?
Gloria
Found in many sources, largely unattributed

9. When we're apart, I can be forever happy. Will you let me be? Yours,
Unpunctuated
Dear John I want a man who knows what love is all about you are generous kind
thoughtful people who are not like you admit to being useless and inferior
you have ruined me for other men I yearn for you I have no feelings whatsoever
when we're apart I can be forever happy will you let me be yours Gloria
Number Two
Dear John:
I want a man who knows what love is. All about you are generous, kind, thoughtful
people, who are not like you. Admit to being useless and inferior. You have ruined me. For other men, I yearn. For you, I have no feelings whatsoever.
When we're apart, I can be forever happy. Will you let me be?
Yours,
Gloria
Found in many sources, largely unattributed

10. Fluency is not solely oral reading
The same processes that operate during oral reading fluency are assumed to be at work in silent reading fluency
Therefore, instruction in either oral or silent reading will have an impact on reading comprehension.
Suggesting that fluency instruction continue into the upper elementary and secondary grades

11. Oral Prosody and Silent Reading Comprehension for Ninth-Grade Students

12. Effects of Fluency Instruction
Instruction in reading fluency can lead to improvements in reading fluency, comprehension and overall reading proficiency (Rasinski, Reutzel, Chard, & Linan-Thompson, 2011)
Comprehension instruction is most effective once students have acquired some degree of reading fluency (Willingham, 2007)

13. Fluency Assessment Accuracy (Proficiency in decoding connected text)
Calculate the percentage of words read correctly on grade level material/instructional level material (90-95%)
Automaticity (Reading rate)
Calculate the number of CWMP on grade level material/instructional level material; target rates increase from fall to spring and from grade level to grade level
Prosody (Expression, phrasing, smoothness, pace)
Listen to student read a grade level/instructional level passage
Score elements of prosody using a rubric (Multidimensional Fluency Scale)

14. Effective Fluency Instruction
Assisted reading (models and supports fluent reading)
Choral or group reading
Paired reading , partner reading, echo reading
Books on tape with text
Deep and wide practice reading
Repeated reading of the same text (deep) (Samuels, 1979) (NRP, 2000)
Single reading of multiple texts (wide) (Kuhn, )

15. Fluency Development Lesson (Deep)
Daily routines with a short text – 15 to 20 minutes per session
Day 1: Teacher reads text to students 2 or 3 times
Day 2: Teacher and students echo read text
Day 3: Teacher and students choral read text
Day 4: Students partner-read text
Day 5: Words from the selection are chosen for word study/writing activity/teacher takes running record

16. Repeated reading of different materials- wide reading of a number of texts
In their review of fluency research, Kuhn and Stahl (2003) found that students who were involved in repeated reading interventions of the same material and students who read equivalent amounts of text but spread out over different materials made equivalent gains.
Kuhn in a follow-up study to this review compared two groups of struggling second grade readers. One group was exposed to repeated readings of the same book and the second group readings of three different books. The group who read the different books made gains on reading comprehension while the other group did not. (Findings reported in The Reading Teacher, 2004/2005)
Kuhn and Rasinski, 2011

17. Fluency Development Lesson (Wide)
Daily routines with texts – minutes per session
Day 1: Teacher reads first text to students
Day 2: Teacher and students echo read text/option for partner reading
Day 3: Words from the selection are chosen for word study/writing activity/teacher takes running record
Day 4: Teacher reads second text to students
Day 5: Teacher reads third text to students

18. Practice Reading Wide or Deep
Wide reading may be more motivating
Wide reading exposes readers to greater variety of texts
Recent review of the research shows wide reading is effective practice for improving fluency and overall reading performance (Rasinski, Reutzel, Chard, & Linan-Thompson ,2011)
However, struggling readers may need to practice one text, or portions of one text multiple times to experience fluency
Perhaps most optimal is a combination of wide and deep reading practice

19. Oral Prosody and Silent Reading Comprehension for Ninth-Grade Students

20. Effective Fluency Instruction Prosody
Authentic rehearsal and performance
Texts that are meant to be read aloud for an audience
Poetry, speeches, and scripts for readers theater
Practice reading these repeatedly with prosody
Readers theater approach leads to significant improvements in fluency and overall reading achievement
Readers theater is a motivating and engaging activity.

21. Next Week
Best Practices in Narrative Text Comprehension Instruction Encouraging Young Children’s Language Interactions with Stories Best Practices in Informational Text Comprehension Instruction