“Developing Reading Fluency with Technology”

IRA National ConferenceToronto, Canada

Monday - 05/14/073:00pm

Alanna J. ShevakElizabeth A. Wolzak

Session Overview

1. Introduction

2.Reading Fluency

3.Cross-Aged Reading in Action

4.Technology Integration

5.Closure and Questions/Answers

Definition

“Reading fluency refers to the ability of readers to read quickly, effortlessly, and efficiently with good, meaningful

expression.”

-- Rasinski (2003)

Rationale

• Bridge between word recognition and comprehension• Focus on comprehension not decoding• Effortless and fun• Sounds “natural”

Reading Fluency Through Modeling

• Student-Adult

• Peer to Peer (Paired)

• Cross-Aged

-- Rasinski, T. (2003)

Cross-Aged Reading in Action

• Opportunities to hear different texts• Exposure to new vocabulary•Model voices in head when reading•Motivating and fun!

)

Cross-Aged Reading in Action

Preparing for Paired Reading:

• Prepare both students

• Practice reading “behaviors”

• Choose books together

• Have a “test run”

Cross-Aged Reading in Action

“Reading Buddies – Anna”

Your school’s literacy specialist has helped teachers in your school set up a cross-age reading program. Your fifth-grade class is paired with a kindergarten class. When you send a letter to parents to tell them about the program, one parent tells you that he thinks it will be a waste of his fifth grader’s time. What arguments and evidence can you present to this parent?

Cross-Aged Reading in Action

Technology Integration

• A model of fluent oral reading;

• On-demand or automated help;

• Visual highlighting;

• Beginning readers can read more independently;

• Assessment tools for teachers.-- NEIRTEC (2004)

Technology Integration with PBS

• Interactive stories

• Sing-Along

• Word Games

• Supporting ELLs

PBS TeacherLine Peer Connection

Breakthrough service for literacy coaches that includes:

• Online tools to support coaches and teachers;

• Resources in a comprehensive resource library;

• Coaching resources focusing on teaching literacy;

• Suggestions for how teachers and coaches can collaborate to meet their students’ individual needs.

Novel Resources for Literacy Coaches:Resource Sets

• Selected assets from courses that are topic/subject related

• Purposefully selected assets not just a “collection”

• Guidelines and suggestions on how coaches can use assets with teachers

• Guidelines categorized by coaching purpose

• Ability for coaches to assign assets directly to teachers

Coaching Suggestions

• Understanding national standards

• Deepening teacher content knowledge

• Understanding student thinking and how students learn

• Understanding specific strategies for improving classroom practice

• Selecting instructional materials

• Building skills for integrating technology

• Communicating with family

Resource Set Sample

Modeling Strategies for Oral Reading Fluency: Read Alouds and Paired Reading

Where can you learn more?RDLA 195: Teaching Reading Fluency

• Brings an online learning community together

• Offers opportunities for learners to construct their own knowledge

• Explores the benefits and challenges of teaching reading fluency

• Offers tools to integrate reading fluency in substantial, meaningful ways in the classroom

• Provides practice in assessing and measuring students’ reading fluency.

www.pbs.org/teacherline

Where can you learn more?

Please take a Session Handout with all the resources and URLS from our

presentation!

Please visit our booth to learn more about PBS TeacherLine

Questions?We have answers!

Elizabeth A. Wolzak

Senior Manager, Instructional Design

eawolzak@pbs.org

Alanna J. Shevak

Language Arts Consultant

ajshevak@pbs.org