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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
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Reflection
• What is your understanding of Reading Fluency?
• What are you currently doing to develop Reading Fluency?
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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
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Why is it important?
Fluency is the bridge between
word recognition and comprehension
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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
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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.
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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
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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
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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?/
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Teaching Reading Fluency Strategies
• Model Fluent Reading
• Repeated Reading
• Assisted Reading
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Model Fluent Reading
• Teacher ‘Read Aloud’ to model fluent reading:
• Before
• During
• After
• Vocabulary, comprehension, positive attitude
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Repeated Reading –Some Examples
Readers’ Theatre – video clip
Me and You(readers theatre)
• Partner Repeated Reading
• Activity-Adolphus Tips(partner repeated)
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Assisted Reading –Some Examples
• Choral Reading
• Echo Reading
• Tape-assisted Reading
• Whisper Reading
Activity-Echo Reading (My Shadow)
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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
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Assessing Accuracy and Automaticity:
•The One Minute Fluency Probe
•Partner Repeated Reading Record Form
Approaches to Assessment
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Useful Resources
ICT and Reading Fluency
• www.busyteacherscafe.com/literacy/fluency.htl
• www.lessonplanet.com
• www.ira.com