RICA domain 3: fluency Latest 2023

RICA domain 3: fluency Latest 2023 (8) THE KEY INDICATORS OF READING FLUENCY ✔✔-accuracy -rate -prosody (8) accuracy ✔✔-fluent readers pronounce words correctly when reading orally -this involves the application of ...

RICA domain 3: fluency Latest 2023 (8) THE KEY INDICATORS OF READING FLUENCY ✔✔-accuracy -rate -prosody (8) accuracy ✔✔-fluent readers pronounce words correctly when reading orally -this involves the application of their phonics skills, sight word knowledge, structural analysis skills, syllabic analysis skills, and orthographic knowledge (8) rate ✔✔-fluent readers read a text at an appropriate rate of speed, neither too fast nor too slow -1st component: being able to quickly decode words -2nd component: speedily read phrases and sentences -not all texts should be read at the same rate (e.g. instructions for how to assemble a bicycle should be read slower than a piece of fiction) (8) prosody ✔✔-to read with appropriate "expression" -includes emphasis of certain words, variation in pitch (intonation), and pausing (punctuation) -reflects the reader's understanding of the structure of sentences, punctuation, and, to a large extent, the author's purpose (8) THE ROLE OF FLUENCY IN ALL STAGES OF READING DEVELOPMENT ✔✔goal is automaticity (swift and accurate reading at all levels of reading development: -1st is the challenge of accurate and swift letter naming -then, the goal becomes fluency with single-syllable words with regular letter-sound correspondences and high-frequency sight words -as children grow, they should read multisyllabic words swiftly and accurately, using their structural analysis skills, syllabic analysis skills, and orthographic knowledge -oldest elementary school students must meet the challenge of achieving automaticity with the most difficult words to identify, words with irregular spellings and content-area words, esp. those from the sciences *failure to achieve fluency at any stage will make it more difficult to become fluent at subsequent stages (8) INTERRELATIONSHIPS AMONG FLUENCY AND WORD ANALYSIS SKILLS, BACKGROUND KNOWLEDGE, AND COMPREHENSION ✔✔-fluent reading is essential for comprehension -automaticity theory: reading requires the reader to perform 2 main task - to decode words and understand the meaning of the text -if readers are not fluent, they get bogged down on the decoding task and are then unable to focus on getting the meaning of the text -fluent readers swiftly and accurately identify words, which frees their minds to deal with the meaning of a text -appropriate expression (prosody) is also essential to comprehend a text -a reader who reads at a steady pace with a monotone voice will have difficulty understanding most complex texts (8) FACTORS THAT CAN DISRUPT FLUENCY ✔✔-weak word analysis skills, which leads to stopping frequently to decode unrecognized or unfamiliar words ---slows down reading and leads to diminished comprehension; children who read too slowly often "forget" what they are reading about and fail to understand -lack of familiarity with content vocabulary ---challenges: one-use words (used within the context of one area of study, but rarely, if ever, used elsewhere) and multisyllabic content words -lack of background knowledge ---leads to lack of comprehension, "not getting it," and can result in the reader slowing down to reread or stop in frustration -lack of familiarity with more complex syntactic structures ---esp. in grades 4+, students will read more and more expository texts; the more complex structures of these texts, full of academic language, will disrupt the fluency of many children (8) THE ROLE OF DECODABLE TEXT IN FLUENT READING ✔✔-decodable texts use many single-syllable words with regular letter-sound correspondences and only a few, irregular high-frequency words -frequent use of decodable text is important to build fluency in young readers who are acquiring basic phonics skills and high-frequency sight words -in time, decodable texts must give way to more texts with expanded vocabularies -for students to transition to these more difficult texts, they must acquire a complete knowledge of high-frequency words, expand their knowledge of content-related sight words, master advanced letter-sound correspondences, and develop solid structural analysis and syllabic analysis skills (8) THE ROLE OF SYSTEMATIC, EXPLICIT INSTRUCTION IN PROMOTING FLUENCY DEVELOPMENT ✔✔-almost all children will benefit from systematic, explicit instruction in fluency -fluency = key area of reading development, although it is often neglected in elementary school classrooms -effective fluency instruction involves frequent oral reading experiences and appropriate guidance from the teacher (8) INDEPENDENT SILENT READING AND THE DEVELOPMENT OF FLUENCY ✔✔the limitations of using independent silent reading to increase fluency: -there is no guarantee that the reader is reading fluently while reading silently -child might be repeatedly practicing innaccurate, slow, nonexpressive reading how to make independent silent reading more effective in supporting fluency development: -books at appropriate levels -hold student accountable for comprehension (9) INSTRUCTIONAL STRATEGIES THAT WILL IMPROVE ALL COMPONENTS OF FLUENCY: ACCURACY, RATE, AND PROSODY: monitored oral reading with the teacher ✔✔-text should be at independent level, 50-200 words; a variety of types of texts should be selected, including poetry, stories, and nonfiction components: -teacher model -student practice -teacher feedback (not too many interruptions) (9) INSTRUCTIONAL STRATEGIES THAT WILL IMPROVE ALL COMPONENTS OF FLUENCY: ACCURACY, RATE, AND PROSODY: repeated readings ✔✔-repeated readings of the same text improve fluency -goal: have student read text 4-5 times formats: -student alone -timed ---teacher selects passage, determines challenging but attainable rate criterion, student reads and rereads the passage until s/he hits the criterion - e.g. 150 words in 2 minutes -tape-assisted reading ---1st time, student follows along and points to each word in the text as it is read ---during subsequent readings, student reads aloud with taped reader ---eventually, student should be able to read the text fluently without the assistance of the tape -paired reading with a partner ---student partners take turns reading aloud a text ---if two readers have same ability, alternate reading aloud ---if one partner is more accomplished, reads aloud first as a model for less fluent reader (9) INSTRUCTIONAL STRATEGIES THAT WILL IMPROVE ALL COMPONENTS OF FLUENCY: ACCURACY, RATE, AND PROSODY: when and how fluency instruction should be introduced ✔✔-development of fluency is an instructional goal at all stages of reading development -at all levels, there is simultaneously fluency instruction with phrases, sentences, and paragraphs -all children should engage in some fluency instruction, both through monitored oral reading with their teachers and repeated reading activities (9) SPECIFIC STRATEGIES FOR BUILDING ACCURACY ✔✔-additional instruction in word identification skills -young readers: provide systematic, explicit instruction in phonemic awareness, phonics, and sight words ---phonemic awareness instruction is an essential foundation for fluent reading because some readers will not be able to decode a word because they do not "hear" every sound in the word ---phonics and sight word instruction is essnetial for swift and accurate reading -older readers: provide systematic, explicit instruction in structural analysis, syllabic analysis, and orthographic knowledge (9) SPECIFIC STRATEGIES FOR BUILDING READING RATE ✔✔-whisper reading ---students read aloud to themselves using soft voices/whispering, while teacher moves from child to child monitoring individual performance ---teacher provides feedback, by modeling faster reading, focusing on specific words child is having difficulty with, or reading aloud with the child ---good intervention for children who are embarrassed to read aloud because they make many errors -silent reading ---for students whose decoding is automatic ---IF there is accountability for comprehension and if the child is reading an appropriate book ---for accountability, 2 students who read at the same rate with good decoding skills could read the same portion of a text together; at end of text, students quiz each other on what they read (9) SPECIFIC STRATEGIES FOR BUILDING PROSODY ✔✔phrase-cued reading -goal: to get students to move beyond word-by-word reading and to recognize phrases in sentences and read them appropriately 1. teacher creates a small group of children with shared need (all read in a flat monotone without expression); all should have same independent reading level 2. teacher selects and photocopies a text of about 200 words from a book/basal reader at students' independent reading level; teacher marks text using slash marks - 1 slash between each phrase and 2 slashes between each sentences; slash marks should replace commas, be used in front of prepositional phrases and dependent clauses, and be used when a fluent reader might naturally pause 3. each child has a copy of the marked text; teacher explains the markings 4. teacher reads the text aloud, modeling appropriate reading of the phrases 5. teacher rereads the text aloud, and this time students read aloud as well 6. students reread the text with a partner, alternating among reading aloud together and taking turns reading aloud (9) MEETING THE NEEDS OF ALL LEARNERS: struggling readers and students with learning disabilities ✔✔(9) MEETING THE NEEDS OF ALL LEARNERS: struggling readers and students with learning disabilities (9) MEETING THE NEEDS OF ALL LEARNERS: English learners and speakers of nonstandard English ✔✔-English learners need to learn the tonal patterns and rhythms of English as well as the meaning of English punctuation -modeling and phrase-cued reading are essential interventions -another good intervention: echo reading/imitative reading ---teacher reads a passage aloud, then students read it aloud with the teacher (9) MEETING THE NEEDS OF ALL LEARNERS: advanced learners ✔✔-increase the pace or complexity of instruction -build on and extend current knowledge and skills -blend 2 interventions by challenging advanced learners to build on their current skills and become fluent with more complex texts (9) ASSESSMENT OF FLUENCY ✔✔-accuracy (running record) -rate (timed readings) -prosody ---formal: Multidimensional Fluency Scale ---informal: listen for appropriate pitch, appropriate response to punctuation, and appropriate characterization -entry-level, progress-monitoring, and summative purposes ---entry-level and summative should be formal; progress-monitoring can be less formal -analysis and interpretation of assessment results should be standards-based -analysis and interpretation must go further to determine why children are below expectations -individual profiles and class profiles ---with fluency, there are few lessons that can be done with large groups of students; thus, the question is not should the teacher continue to focus on fluency with the whole class, rather it is how effective have the lessons been in helping all children become fluent (9) fluency standards ✔✔-K: no fluency standard beyond the ability to recognize and name the letters, blend sounds, and read one-syllable and high-frequency words -1st grade: read aloud with fluency in a manner that sounds like natural speech -2nd grade: read aloud fluently and accurately and with appropriate intonation and expression -3rd-6th grade: read aloud narrative and expository text fluently and with appropriate pacing, intonation, and expression