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National Reading Panel - Fluency · The Reading Instruction Show

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  This is The Reading Instruction Show. Again,
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  I am Dr. Andy Johnson. We are looking at the
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  five core areas as defined by the National Reading
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  Panel. And I'm gonna look, I've done phonemic
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  awareness and phonics slash word work. I'm doing
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  fluency here. Reading fluency, fluency. It's
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  the ability to process text quickly. And it should
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  only be done, it should only be used, fluency
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  activities, for those students who need it, who
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  have trouble with fluency. It's very much like
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  practicing scales. You practice your scales so
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  you don't read note by note, so you can read
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  notes fluently. Very similar approach if you've
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  learned an instrument. Couple words we need to
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  clarify. Prosity is when oral reading sounds
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  like speaking. There are the correct pauses and
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  inflection. Now, you don't teach prosity. Prosity
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  is an effect. Expression, read with expression.
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  The only time you have to read with expression
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  is if you're in theater or doing dramatic reading.
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  And again, prosody is an effect. It's not something
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  we can teach. So for fluency, we use repeated
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  reading, various forms of that. And it's anything
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  that can get you reading a text until fluency
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  is achieved. And we're going to look at two activities,
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  words per minute and short passage fluency. This
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  should be one small part of reading instruction
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  or an intervention. Only for those students who
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  need it, three to eight minutes a day. Think
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  about it again, using the music context, learning
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  an instrument. When you begin, you may do a few
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  more scales, but practicing scales is one small
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  part of your music practicing time. Now, words
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  per minute scores. How many words do you read
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  per minute? Those are always very, very rough
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  estimates. Always determined by, of course, grade
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  level, the reading level of the passage you're
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  reading. If you're in first grade reading a third
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  grade, or if you're a third grader reading a
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  first grade, you know. But it's also impacted
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  by the vocabulary used. the background knowledge
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  that you have, your interest in what you're reading,
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  and familiarity with text structure. So these
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  things impact your ability to read fluently.
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  These things, by the way, impact comprehension
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  and word identification as well. So words per
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  minute versus words correct per minute. We are
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  only concerned with rate here. So I recommend
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  using words per minute versus words correct per
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  minute. As I will show you, there are other places
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  to assess word identification and comprehension.
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  Running records, miscual analysis, story retelling
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  chart. There are other places. We are only concerned
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  with rate, speed of processing. What if a student
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  just puts in any word they want? Well, to insert
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  a silly word or a non -word, that again takes
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  microseconds more processing time. So even if
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  they insert wrong words or silly words, it still
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  has to do with rate. So here are the steps. You
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  get a graded or leveled text. It could be at
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  student's reading level or at the very most independent
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  reading level or at the very most their instructional
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  level. and I would recommend mixing it up, doing
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  some of each. Students read for one minute and
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  you see how many words they can read in one minute.
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  Or if you have younger students or struggling
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  students, they may get overwhelmed with reading
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  for a whole minute. words per half minute, that's
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  WPH, so you may want to see how many words they
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  can read in a half minute. And students document
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  their progress somehow using a bar graph, a line
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  graph here you see each time, and this develops
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  self -efficacy as they can see their times getting
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  better. They do it, they repeat the passage three
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  times, and they see their times getting better
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  each. time. You can do this in whole groups,
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  small groups, whole class. Assign partners. One
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  partner reads, the other checks and counts. And
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  if you're doing it in a whole class, use different
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  texts so everyone's not reading the same thing.
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  You get a whole bunch of jumbled sounds. That
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  way, it becomes kind of hard. And on a common
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  signal, you can start. And here, this enables
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  you to differentiate because you can give students
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  text grade levels according to their ability.
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  The non -reading partner follows along, makes
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  sure they read every word, and you stop and you
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  count the number of words, and they repeat two
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  more times. You record and you switch roles.
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  And again, self -efficacy. Students see their
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  time getting better each try. That's why I like
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  the little line graph. Any time a student reads
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  a passage aloud, you can also get words per minute.
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  Simply convert the time into words per minute.
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  You find the total seconds, you divide the seconds
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  by 60 for a time in minutes, 1 .8 or 2 .3, and
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  divide the words, total number of words, by minutes,
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  words per minute, and that's how you get a word.
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  So any time if you're doing a miscue analysis
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  or a running record, any time a child is reading
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  a passage orally and you want to get a rate,
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  you can do that. If fluency is an issue, you
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  can use it as a benchmark score every two to
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  four weeks. I like benchmarks that are pragmatic
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  and simple. They don't take a lot of time. Passage
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  fluency is a little bit different and I developed
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  this because I had some students who would get
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  overwhelmed reading for a minute, even a half
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  minute. So the steps are you have a passage like
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  this that has about 45 words or so, a little
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  story, and I've identified the 30 mark and the
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  40 word mark. So step one, I read the section
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  aloud to students and the student times me. Step
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  two, then the student reads to their target either
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  30 or 40 words and you decide I would start 30
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  and you time them. You repeat three times and
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  students record their time on a line graph and
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  here they can see their times getting better.
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  When students consistently read about 17 seconds
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  or so, I would go up either to another word count
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  from 30 to 40, or grade level, or 40 to 50, you
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  decide. Now, I created these myself. I call them
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  really silly stories because it has a lot of
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  dialogue, which is natural to students, a lot
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  of repetition, and a lot of repetition. Short
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  passage fluency, quick and pragmatic. And this
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  addresses one of the three deficit areas. Students
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  struggling readers struggle, have deficits in
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  one, two, or all three of these, word identification,
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  fluency, and comprehension. All struggling readers
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  are not the same. If they just have a comprehension
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  issue, you... you probably wouldn't be doing
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  word identification and fluency. That's why I
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  said again why don't use words correct per minute
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  because word identification or recognition is
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  different from fluency. They are different. This,
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  I do this, it develops neural pathways, develops
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  faster letter sound association, word recognition,
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  quick and easy. Sentence replay, I described
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  this in an earlier video. Students read three
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  to six sentences into an audio recorder. Students
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  listen with a buddy to the recording, underlines
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  any stumble words. Students review the words,
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  reread and record, and they do this until they
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  can read the three to six sentences. fluently
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  with no miscues. And readers' theater or theater
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  or reading dialogue of any kind, it gives them
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  an opportunity to practice reading and read the
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  same thing a couple of times. And again, you
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  want them reading the same script over time.
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  All right, this has been part three.