+ All Categories
Home > Documents > m 1.pdf · Brown/ bear brown/ bear what/ do/ you see. With Automaticity Brown bear/ Brown bear/...

m 1.pdf · Brown/ bear brown/ bear what/ do/ you see. With Automaticity Brown bear/ Brown bear/...

Date post: 08-Jun-2018
Category:
Upload: phungkhue
View: 258 times
Download: 1 times
Share this document with a friend
26
Fís Foghlaim Forbairt www. pdst. ie © PDST 2014 This work is made available under the terms of the Creative Commons Attribution Share Alike 3.0 Licence http://creativecommons.org/licenses/by-sa/3.0/ie/. You may use and re-use this material (not including images and logos) free of charge in any format or medium, under the terms of the Creative Commons Attribution Share Alike Licence.
Transcript

Fís

Fog

hlai

mF

orba

irt

www.pdst.ie

© P D S T 2 0 1 4

This work is made available under the terms of the Creative Commons Attribution Share Alike 3.0 Licence http://creativecommons.org/licenses/by-sa/3.0/ie/. You may use and re-use this material (not including images and logos) free of charge in any format or medium, under the terms of the Creative Commons Attribution Share Alike Licence.

ww

w.p

dst

.ie

Reading Fluency

ww

w.p

dst

.ie

Objectives • To develop an understanding of reading

fluency

• To explore a variety of effective fluency strategies to enhance reading

• To provide opportunities for participants to engage in activities to support and assess fluency strategies

• To introduce participants to the Fluency Development Lesson (FDL) Model

ww

w.p

dst

.ie

ww

w.p

dst

.ie

Reflection

• What is your understanding of Reading Fluency?

• What are you currently doing to develop Reading Fluency?

ww

w.p

dst

.ie

Definition

• Fluency is derived from the Latin word ‘fluens’ which means ‘to flow’.

• Fluent reading is defined as “the ability to read expressively and meaningfully, as well as accurately and with appropriate speed”

(Padak and Rasinski, 2008, p. 3)

• Stephen Graham

ww

w.p

dst

.ie

Why is it important?

Fluency is the bridge between

word recognition and comprehension

ww

w.p

dst

.ie

Key Messages

• Reading Fluency is a constrained skill (85-87)

• Reading fluency is dependent on the development of

other skills i.e. automaticity, accuracy and prosody

• Reading Fluency should be explicitly taught

• Reading Fluency is essential for comprehension

ww

w.p

dst

.ie

Components of Reading

ww

w.p

dst

.ie

Conclusion 18 from NCCA Report

In supporting young children’s development as fluent readers, attention should be given to accuracy, expression, phrasing, smoothness and pace (rate). Texts used should be at children’s independent and instructional levels.

ww

w.p

dst

.ie

Video Clip

• Fluency….a practical demonstration

www.pdst.ie

The PDST is funded by the Teacher Education Section (TES) of the Department of Education and Skills (DES) and is managed

by Dublin West Education Centre

Fís

Fog

hlai

mF

orba

irt

This work is made available under the terms of the Creative Commons Attribution Share Alike 3.0 Licence http://creativecommons.org/licenses/by-sa/3.0/ie/. You may use and re-use this material (not including images and logos) free of charge in any format or medium, under the terms of the Creative Commons Attribution Share Alike Licence.

© P D S T 2 0 1 4

ww

w.p

dst

.ie

Three Dimensions

• Accuracy

• Automaticity

• Prosody

ww

w.p

dst

.ie

Accuracy

ww

w.p

dst

.ie

Automaticity

• Automaticity is the ‘ability to recognise words rapidly and effortlessly, saving mental energy for comprehension’. (Focus On Fluency, 2012, p. 3).

Without Automaticity

Brown/bear brown/bear what/do/you see.

With Automaticity

Brown bear/Brown bear/What do you see?/

ww

w.p

dst

.ie

Prosody

ww

w.p

dst

.ie

Teaching Reading Fluency Strategies

• Model Fluent Reading

• Repeated Reading

• Assisted Reading

ww

w.p

dst

.ie

Model Fluent Reading

• Teacher ‘Read Aloud’ to model fluent reading:

• Before

• During

• After

• Vocabulary, comprehension, positive attitude

ww

w.p

dst

.ie

Repeated Reading –Some Examples

Readers’ Theatre – video clip

Me and You(readers theatre)

• Partner Repeated Reading

• Activity-Adolphus Tips(partner repeated)

ww

w.p

dst

.ie

Assisted Reading –Some Examples

• Choral Reading

• Echo Reading

• Tape-assisted Reading

• Whisper Reading

Activity-Echo Reading (My Shadow)

ww

w.p

dst

.ie

The Fluency Development Lesson Model

Adapted from Rasinski et al:1990

ww

w.p

dst

.ie

Five Elements of Effective Fluency Instruction

Modelling of fluent reading

Development of sight vocabulary (Instructional)

Opportunities to apply word identification skills

Increasing amount of reading by offering plenty of practice opportunities

Focusing on expressive reading with appropriate phrasing

ww

w.p

dst

.ie

Assessing Accuracy and Automaticity:

•The One Minute Fluency Probe

•Partner Repeated Reading Record Form

Approaches to Assessment

ww

w.p

dst

.ie

Useful Resources

ICT and Reading Fluency

• www.busyteacherscafe.com/literacy/fluency.htl

• www.lessonplanet.com

• www.ira.com

ww

w.p

dst

.ie

Time to Reflect

© PDST, 2010

ww

w.p

dst

.ie

Key Messages

• Reading Fluency is a constrained skill

• Reading fluency is dependent on the development of

other skills i.e. automaticity, accuracy and prosody

• Reading Fluency should be explicitly taught

• Reading Fluency is essential for comprehension


Recommended