1. Fluency Instruction CAN Make a Difference! Please note: In order to post this on the web, weve removed all student photos.

2. Kelowna Vancouver

3. Email: literacycentre@sd23.bc.ca Phone: (250) 870-5000 Ext. 7542 Fax: (250) 870-5087 Student Support Services SD#23 (Central Okanagan) Kelowna, British Columbia, Canada Heather Baptie (baptie@shaw.ca) Terry Dobson (terry-d@shaw.ca)

4. Fluency Comprehension Phonics Phonemic Awareness Vocabulary National Reading Panel Five Key Components of Reading

5. Describe a Non-fluent Reader Reads haltingly Slow, laborious Uncertain about sight words Reads word-by-word Ignores punctuation May make many errors

7. What is fluency? Fluency is reading aloud with accuracy, appropriate speed and expression. (Huey, 1908)

8. Fluency is... Multi-dimensional Accuracy Automaticity Prosody

9. Why is fluency important? Fluency is a bridge that connects decoding to comprehension. (Padak & Rasinski, 2007) Identifying Words Constructing Meaning FLUENCY

10. Measure Validity Coefficients Oral Recall/Retell.70 Cloze.72 Question Answering.82 Oral Reading Fluency.91 Fuchs, Fuchs, Hosp, & Jenkins, SSR, 2001 Oral Reading Fluency Correlates Highly with Reading Comprehension

11. Why are fluency and comprehension so highly correlated?

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13. Students become fluent by reading Just setting aside time for independent silent reading is not sufficient National Reading Panel Report (2000) www.nationalreadingpanel.org

14. In 10 minutes of independent reading… A fluent reader might read 2,000 words A struggling reader might read only 500 words Equal practice time, unequal practice

15. Why teach fluency ? Fluency instruction improves reading comprehension Transfers to other subject areas – improves overall achievement Fluency instruction can make a difference.

19. Assessing Fluency

20. Reading Fluency Assessments Read Naturally Fluency Assessments 3-Minute Reading Assessments – Tim Rasinski (Scholastic) Readinga-z.com Fluency Passages Jerry Johns Fluency Assessments

21. *WCPM = Words Correct Per Minute Hasbrouck, J., & Tindal, G.A. (2006, April). Oral Reading Fluency Norms: A Valuable Assessment Tool for Reading Teachers. The Reading Teacher, 59(7), 636-644. 2005 Hasbrouck & Tindal Oral Reading Fluency Data

22. How do you assess fluency? Listen to student read three unrehearsed passages at his/her grade level for one minute, while simultaneously noting prosody. Compare average wcpm score to Hasbrouck- Tindal norms.

23. Who benefits from fluency instruction? Students scoring 10 words or more below the 50 th percentile on the Hasbrouck & Tindal table

24. What other information can we gain during a fluency assessment? High frequency words Decoding skills Prosody – punctuation, phrasing, expression Comprehension Confidence

25. How do you teach fluency? Monitor Progress Repeated Reading Modeled Reading

26. Principles of integrating fluency into classroom reading program Provide models of fluent reading Structure opportunities for repeated oral reading of text with guidance and feedback Establish criteria and monitor progress Increase time students actually spend reading

27. More time spent reading... More words read

28. www.reading.org www.kendallhunt.com www.interdys.org www.allynbaconmerrill.com www.prel.org

30. R EAD N ATURALLY www.readnaturally.com

31. Step 1 Select a Story

33. Step 2 Key Words

34. Step 3 Prediction

35. Step 4 Cold Timing

36. Step 5 Graph Score in Blue

37. Step 6 Step 6 Read Along

38. Step 7 Practice the Story

39. Step 8 Answer the Questions

40. Comprehension Questions All Levels 1.Identifying the main idea 2.Recalling a fact 3.Getting the meaning of a word from context 4.Making connections within the text 5.Connecting the authors and the readers ideas Levels 5.6 and Above 6.Developing vocabulary 7.Attending to details 8.Drawing conclusions 9.Summarizing or finding supporting details

41. Step 9 Pass the Story

42. Step 10 Graph Score in Red

43. Step 11 Write a Retell

44. There is no comprehension strategy that compensates for difficulty reading words accurately & fluently. (Torgenson, 2003)